VEDHAKANI YOGA VIDHYALAYA

As on 03 – MAR - 23 Salem , 9443842724….www.vedhakaniyogavidhyalaya.in

UGC NET- MARCH 2023

UNIT -1 TEACHING APTITUDE
Yoga Chakravarthi.C.GUNASEKARAN
M.Sc. Yoga., M.Phil. Yoga., (Ph.D. in Yoga)., UGC NET Yoga.,
YCB Level 7, 6,4 & 3 Qualified ., TTC Yoga., TTC Yoga Therapy.,.
Lead Examiner in YCB (Ministry of AYUSH),
Internal Examiner in Patanjali Yogpeeth, Haridwar.
&
Faculty Team Members
மகிழ்ச்சிய ோடு இருங்கள் ! மங்களம் உண்டாோக்டடும்!
 Syllabus
2 Teaching:
 Concept, Objectives, Levels of teaching (Memory,
Understanding and Reflective) Characteristics and basic
requirements.
Learner’s characteristics:
 Characteristics of adolescent and adult learner. (Academic,
Social, Emotional and Cognitive), Individual differences.
Factors affecting teaching related to:
 Teacher, Learner, Support material, Instructional facilities,
Learning environment and Institution.
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3
CONTINUED…
Methods of teaching in Institutions of higher learning:
Teacher centered vs. Learner centered methods; Off-line vs. On-
line 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.
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 INTRODUCTION
4 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.
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 Cont.…
5 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
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collectively called teaching aptitude.

 Definitions of Teaching
6
 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 honour 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.
Clerk:- Teaching refers to activities that are designed and performed
to produce in students behaviour.
H C Morrison:- Teaching is an intimate contact between the more
mature personality and a less mature one. 02/23/2023
 OBJECTIVES OF TEACHING
7

• 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.

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The objectives of teaching are :
8 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.
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9 On the Basis of Teaching Objectives
Type of
Teaching 1. Cognitive - Brain Mechanism

( Bloom’s
2. Affective - Heart mechanism
Taxonomy)
3. Psycho-motor - Motor
mechanism

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10
Cognitive domain
1. It comprises of six sub-categories, namely
•Knowledge- recalling information or contents.
•Comprehension- ability to grasp the meaning of a material.
•Application- converting abstract knowledge into practice.
•Analysis- breaking down a communication into its constituent parts.
•Synthesis- combining the constituent parts into whole
•Evaluation- Judging the value of methods and materials for particular purposes.
2. Knowledge, comprehension, and application involve low order thinking skills and
the other three, analysis, synthesis, and evaluation, involve high order thinking
skills.
3. Cognitive domain was revised by Lorin Anderson and David Krathwohl in 2001.
The new version involves remembering, Understanding, Applying, Analysing,
Evaluating, and creating. 02/23/2023
 Affective domain
11
1. It includes the following levels.
•Receiving- willingness to listen.
•Responding- willingness to participate.
•Valuing- willingness to be involved.
•Organizing-Willingness to be and advocate of an idea.
•Characterization- willingness to change one’s behaviour or way of life.
2. The domain was proposed by Krathwohl.
3. It is concerned with feelings and emotions, which can be arranged as
Receiving, responding, valuing, organization, and characterization. 02/23/2023
 Psychomotor domain
12
1. It involves the following different levels
•Imitation- learner tries to replicate in this.
•Manipulation- learner tries to experiment by manipulating.
•Precision- By practising accuracy is improved.
•Articulation- by practising desired level of effectiveness is achieved.
•Naturalization- according to requirement skill is internalized.
2. Also called Kinesthetic domain.
3. It relates to natural, autonomic responses or reflexes.
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Psychomotor domain: It is mainly concerned with the acquisition of
13
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.

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 Precision: Accuracy in performing various acts increases with practice.
14
 Articulation: Achieving a desired level of efficiency and effectiveness
through practice.
 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. 02/23/2023
Gagne and Briggs classification of teaching and
instructional
15 objectives
 According to this classification, the learning outcomes fall under one
of the following categories.
 Intellectual skills: These skills are crucial for dealing with the environment.
They include concept learning, rule learning and problem solving.
 Cognitive strategies: These include methods and techniques for one’s own
learning, remembering and thinking skills.
 Verbal information: It refers to organized bodies of knowledge that
an individual acquires.
 Motor skills: They are basically about motions carried out when the
brain, nervous system and muscles work together.
 Attitudes: They refer to an internal state of an individual.
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 Different Approaches in Education
 Three Basis of Education:
16 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.
 1.Behaviourism: This assumes that learner is a passive organism who may be
conditioned to learn new behaviours. Therefore, learning could be explained by change
in observable behaviour. The types are
 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. 02/23/2023
Gestalt psychology: It believes that the whole is greater than the sum of
17
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.
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.
Idealism: The mind is central in understanding the world. The
idealists emphasize the spiritual aspects of learning.
Naturalism: It considers nature as the whole of reality. Our senses
are the gateway to knowledge, and nature is the source of all
knowledge. 02/23/2023
Pragmatism: It focuses on activity or doing. According to
18
pragmatists, there are no absolute values of life. Truth is created
during the course of experience.
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.
Rationalism: Rationalists claim that there are significant ways in
which our concepts and knowledge are gained independently
of sense experience.
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 02/23/2023

one’s acts.
19
Forms of education
1. Formal
2. Informal
3. Non-formal

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02/23/2023 20
02/23/2023 21
Memory Level of Teaching (MLT):
22
The first level of teaching is a Memory Level of Teaching. This level is concerned
with memory or the mental ability that exists in all living beings and is
considered as the lowest level of teaching.
•Herbart is the main proponent of this level.
•It induces the habit of rote memorization of facts and bits of information.
•Here the teaching-learning process is basically 'Stimulus-Response'(S-R) here.
•Here the evaluation system mainly includes oral, written and essay-type
examination.
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Understanding Level of Teaching (ULT):
23
• The second and thoughtful level of teaching is an understanding
level of teaching. This level is concerned with understanding
something i.e., to perceive the meaning, grasp the idea and
comprehend the meaning.
•Morrison is the main proponent of this level.
•It goes beyond just memorizing of facts as it is memory plus insight.
•Here, the instructor and the learner both play an active role.
•Here the evaluation system includes both objective and essay-type
examination. 02/23/2023
Reflective Level of Teaching (RLT):
24
• The third and highest level of teaching is a memory level of teaching.
• This level is concerned with both MLT and ULT. Here the teacher thinks
over their teaching practices, analyzing how to teach and how the learning
process can be changed or improved for better learning outcomes.
• Hunt is the main proponent of this level.
• In this approach, the learners are motivated and are active.
• Here the students occupy the primary place and teacher assumes the
secondary place.
• Here the evaluation system includes an essay-type examination.
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Gagne’s nine levels of teaching
25is also known as Gagne’s Nine Conditions of learning, Gagne’s nine events
•It
of instruction, or Gagne’s taxonomy of learning.
•Robert Gagne in his book 'the condition of learning' identifies the followingb
mental conditions essential for effective learning
1. Reception
Gain attention of students. Voice modulation, gestures, short introductory video,
hand-outs, etc, can be used for this purpose.
2. Expectancy
Inform them about the objectives of what they are about to learn so that their
interest will be developed.
3. Retrieval
It relate the new information with the prior knowledge.

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Gagne’s nine levels of teaching
4.26Selective perception
Present the new information in an effective and easy-to-understand manner using
different methods and aids depending on the needs and level of students.
5. Semantic encoding
Help students to learn and retain new information by use of examples, case
studies, storytelling, etc.
6. Responding
At this stage, students can demonstrate what they have learnt through
question-answer rounds, role-playing, etc.
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Gagne’s nine levels of teaching
27 Reinforcements
7.
Provide feedback to students on the basis of their responses and reinforce
important points for their clearing doubts and helping in retaining new
information.
8. Retrieval
Assess their performance through some tests.
9. Generalizations
Students should apply what they have learnt to new situations and conditions, and
then with practice, they will be able to generalize it. 02/23/2023
28 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.

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29

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 NATURE or CHARACTERISTIC FEATURES OF TEACHING
30
• Teaching takes place in a dynamic environment.
• Teaching is a cognitive activity.
• Teaching includes a lengthy period of study and training.
• It has a high degree of autonomy.
• It is a continuous profession.
• It is an art as well as a science.
• It is closely related to education, learning, and training.
• It is a type of social service and has different levels of teaching.

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 PRINCIPLES OF TEACHING
31
 Principles of motivation

 Principles of interest

 Principles of linking with life

 Principles of definite aim

 Principles of activity ( Learning of doing)

 Principles of selection

 Principles of division

 Principles of revision & Principles of planning and etc…

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PSYCHOLOGICAL PRINCIPLES
32
Principles of motivation and interest.

Principles of recreation

Principles of repetition and exercise.

Principles of encouraging creativity and self.

Principle of imparting training to sense.

Principles of remedial teaching and etc.. 02/23/2023

 IMPORTANT CONCEPTS OF TEACHING
33
 Education - In its general sense , is a form of learning in which knowledge , skills and
habits of a group of people are transferred from one generation next through teaching.
 Learning – activities and experiences , it is defined as relatively permanent change in
an individual behavior. Ex: practice sessions, Exercises, team projects, and research
projects.
 Instruction – delivery of content by teacher.
 Training – purpose of imparting training is to equip candidates with specific or job
related or technical skills.
 Indoctrinations - Higher order thinking , it is the ideas are impressed upon others
and can be included in teaching.
 Syllabus – outline and summary of topic to be covered is an education training course.
 Curriculum – prescribed course of study. 02/23/2023
02/23/2023 34
 Teacher-centred strategy
•35Lecture Method: Lecture Method is a process of teaching in which the
teacher tells his/her students about the planned facts. The students listen and
take notes. The success of this method depends on the ability of the teacher to
speak fluently in a good tone and style.
• Team Teaching: Team teaching includes a batch of instructors who help a
group of students regularly and cooperate with them to learn the different
concepts. Teachers together prepare their course, frame the syllabus, prepare
the lesson plans, teach, guide and evaluate the results of the students. They
share student's analysis and also suggest students to decide which approach is
better.
• TV or Video Presentation: It is an improved method in which it involves
radio or audio presentation, and it can virtually bring the whole world inside
the classroom. Screening of video presentation is followed by the discussion of
a task.
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 Student-centred strategy
•36 Assignments: An assignment is a teaching method that can be done both individually or in
a group, that assist the students to acquire individual academic competencies. No contact
hours are offered for the completion of the assignment, and the students have to carry out
the task in their own time.
• Case study: The case method is the most powerful student-centred teaching strategy that
imparts students with critical thinking, communication, and interpersonal skills. Working in
different case study helps the students to research and evaluate multiple sources of data,
fostering information literacy.
• Programmed instruction: It is a research-based system that helps the students to learn
in a graded sequence of controlled steps. It is discovered by Sydney L. Pressey.
• Computer-assisted learning: In this method, the computer is used to present the
instructional material and monitor the learning that takes place.
• Heuristic method: This method was discovered by Dr H. E. Armstrong. It is an approach to problem-
solving, learning, or discovery that employs a practical method but instead sufficient for reaching an immediate
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goal.
 Mixed strategy
37
• Assignments: An assignment is a teaching method that can be done both individually or in a
group, that assist the students to acquire individual academic competencies. No contact hours
are offered for the completion of the assignment, and the students have to carry out the task in
their own time.
• Case study:The case method is the most powerful student-centred teaching strategy that
imparts students with critical thinking, communication, and interpersonal skills. Working in
different case study helps the students to research and evaluate multiple sources of data,
fostering information literacy.
• Programmed instruction: It is a research-based system that helps the students to learn in a
graded sequence of controlled steps. It is discovered by Sydney L. Pressey.
• Computer-assisted learning: In this method, the computer is used to present the
instructional material and monitor the learning that takes place.
• Heuristic method: This method was discovered by Dr H. E. Armstrong. It is an approach to
problem-solving, learning, or discovery that employs a practical method but instead sufficient
02/23/2023

for reaching an immediate goal.

 EFFECTIVE TEACHING PRACTICES
38
Maxims teaching
•From simple to complex
• From known to un known
• From seen to unseen
• From concrete to abstract
• From indefinite to definite
• Training of senses
• Encouragement to self study and etc..
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 What is Learning ?

39 Learning is the process of assimilation of knowledge
resulting from the interaction between the teacher and
learner.
 Learning is a continuous process grounded inexperience.
 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.
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Definitions
40
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."
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 Basic Conditions of Teaching
41
 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.
 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.
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Principles of Learning
42 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.
 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. 02/23/2023
 What are learners Characteristics ?
43
• Learner Characteristics can be personal, academic, social/
emotional, and / or cognitive in nature .
• Personal characteristics often relate to demographic
information such as
Age
Gender
Maturation
Language
Social economic status
Cultural background
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 Characteristics of Adolescent Learner
44 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 .
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.
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Adolescent Learner Characteristics Contd..
45
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 person criticism.
Concern about physical growth and maturity
A belief that their personal problems, feelings and experiences and unique to
themselves
Overreacting to ridicule, embarrassment and rejection.
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Adolescent Learner Characteristics Contd..
46
Cognitive Characteristics
An understanding of the complexity of moral issues ( 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
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 Characteristics of Adult Learner
47 Academic Characteristics
Adults require the big picture view of what they are 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 are not
met.
Many adults prefer to learn by doing rather than listening to
lectures.
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 Social Characteristics
48  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 conditions, adult learners may
acquire psychomotor skills more slowly than younger students and
have more difficulties reading small fonts and seeing small images on 02/23/2023

the computer screen.

49 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.

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 Elements Adolescence Learners Adult Learners
50 Learner The learner is dependent on he learner is self motivated and
the teacher for learning self directed
Role of learners The learner has little
experience. It has to built on
The learners have a tremendous
amount of life experience
Learner must balance life Learner can devote more time to the
Demand for
responsibilities with the demands of demands of learning because responsibilities
learning
learning are minimal
Permanence Learning is self-initiated and tends Learning is compulsory and tends to
of Learning to last a long time disappear shortly after instruction.
Tense, low trust Formal, cold, Relaxed, trusting Mutually respectful
Climate aloof Authority-oriented Informal, warm Collaborative,
Competitive, judgmental supportive
Diagnosis of Primarily by teaching system and Mutual assessment by learner and facilitator
need teacher
Planning of Primarily by teaching system and Mutually by learners and
curriculum teacher facilitator
Objectives are set by teaching Objectives are set by mutual
Objectives system negotiation
of learning Objectives are predetermined and 02/23/2023
inflexible Objectives are flexible
51
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 of the group are
individual differences.
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Types of Individual Difference

52 Physical Differences Shortness or tallness of stature, darkness or fairness of complexion,
fatness, thinness, or weakness are various physical individual differences.
 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.
 Differences in Attitudes Individuals differ in their attitudes towards different
people, objects, institutions and authority.
 Differences in Motor Ability There are differences in motor ability. These differences are
visible at different ages.
 Differences due to Economic Status Differences in children’s interests, tendencies and
character are caused by economic differences.
 Differences in Interests Factors such as sex, family background level of development,
differences of race and nationality etc., cause differences in interests.
 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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Educational Implications of Individual Differences
53

 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.
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The
54
factors Affecting Teaching
Educational qualification of the teachers.
Adequate skills are required for a teacher to carry his work
effectively.
Experience teachers better handle the student's queries and classroom
management.
 Classroom environment should support the teaching-learning
environment and the teacher plays a vital role in handling this
activity.
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Factors Affecting Teaching related to the Learner
55
 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.
 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.
 Motivation: Motivation is the core of learning. It is of pivotal importance
in affecting an individual's persistence to learn.
 Previous learning: -Rate of learning is partially determined by the learner's
previous learning experiences with similar or somewhat similar material.
 Intelligence: - Intelligence, innate mental ability is basic to the
cognitive development of an individual. 02/23/2023
TEACHING AIDS or SUPPORT MATERIAL
56
 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
transmitting knowledge among learners.
 Categories of teaching Aids are :

Audio Aids.
Visual Aids.
Audio-Visual Aids.

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 Categories of Teaching Aids
57
Audio Aids Visual Aids Audio-Visual Aids
Gramophone Graphs Films Strips and Films Knowledge

Tape Recorder Bulletin Board Television

Radio Newspapers Pen Tab

Digital Audio Player Blackboard Computer

Maps Multimedia

Real Objects

Three Dimensional Model

Charts

Power Point Presentation

Magnetic Board. 02/23/2023

Traditional
58
Teaching Method (Offline Method):
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.

02/23/2023
59
Digital
Three main Initiative
Initiative in
Higher 1. Swayam

Education 2. Swayam Prabha

3. MOOC

02/23/2023
60 SWAYAM
Study webs of active learning for young aspiring minds
(SWAYAM)
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
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 AIM

61
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.
 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.

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62 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.
02/23/2023
63

Quadrant -1 is e- Tutorial : Video Lecture

Quadrant -2 is e- Content : specially prepared

The Four reading material that can be downloaded / Printed
Quadrant
Quadrant -3 is web Resources: self – assessment
Approach tests through tests and quizzes

Quadrant – 4 is Self- Assessment : an online

discussion forum for clearing the doubts

02/23/2023
 SWAYAM
64
Nine National coordinators have been appointed and they are
 AICTE - (All India council for Technical Education ) for Self paced and international
courses
 NPTEL – ( National Program on Technology Enhanced Learning ) for Engineering
 UGC – ( University Grants Commission ) for non technical post –graduation education
 CEC- ( Consortium for Educational Communication ) for Under – graduate education
 NCERT – ( National Council of Educational Research and Training ) for School education
 NIOS – ( National Institute of Open Schooling ) for school education
 IGNOU – ( Indira Gandhi National Open University ) for out – of –school students
 IIMB – ( Indian Institute of Management, Bangalore ) for management studies
 NITTTR – ( National Institute of Technical Teachers Training and Research ) for Teacher
Training Program

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65
SWAYAM PRABHA
The SWAYAM PRABHA is group of 34 DTH ( Direct To Home)
channels devoted to telecasting of high-quality educational program on
24 x 7 basis .
It is the project of human resource development, Govt. of India under
the NMEICT ( National Mission on Education through
Information and Communication Technology)
Launched by Ex President Mr. Pranav Mukharjee on 9th July 2017
( Swayam, Swayam Prabha & National academic depository )
It uses GSAT – 15 satellite for telecasting educational programme.

02/23/2023
 66
SWAYAM PRABHA
Every day, there will be new content for at least 4 hours which
would be repeated 5 more times in a day, allowing the students to
choose the time of their convenience

The contents are provided by NPTEL, IITS, UGC, CEC ,

IGNOU, NCERT and NIOS.

The INFLIBNET Centre maintains the web portal.

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 SWAYAM PRABHA COVERAGE CONTENT AREA
67

A. Higher Education : Curriculum – Based course contents at post –

graduate and undergraduate level covering diverse disciplines such as arts,
science, commerce, performing arts, social sciences and humanities,
engineering, technology, law , medicine, agriculture etc.,

B. School Education ( 9 -12 levels ) – Modules for teacher’s training s well as

teaching and learning aids for children of India to help them understand the
subject better and also help them in preparing for competitive examinations
for admissions to professional degree programs.
C. Curriculum – based Courses that can meet the needs of life – long learners
of Indian citizens in India and abroad.
D. Assist Students ( Class 11th and 12th ) Prepare for competitive exams.
02/23/2023
 MOOC
68

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MOOCs
69

 MOOCs stands for Massive Open Online Course. MOOCs have become a famous avenue for
diverse leaners to upgrade their knowledge and skills. It is a web-based platform which provides
unlimited number of students worldwide with a chance of distance education with best institutes
in the world.
 Instructors engaged in MOOCs tend to focus on the use of technology to imitate their classroom
actions. It was setup in 2008 and became more active in 2012 as popular learning.
 MOOCs provides opportunity to its learners such as video lectures, downloading notes,
contributing their own and sharing their point of view by communicating with peers.
 First MOOCs 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.

02/23/2023
 Aims
70 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.
02/23/2023
 Characteristics of MOOCs

71 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.
02/23/2023
72
E-Pathshala
 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.
 This 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.
 It provides access to digital textbooks for all classes, graded learning materials
and enables participation in exhibitions, contests, festivals, workshops, etc.
02/23/2023
73 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.

02/23/2023
74 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 along with
promoting the available digital education platforms.

02/23/2023
75 TEACHING SUPPORT SYSTEMS

21st century understanding is more important

Now divided into two different ways of thinking on
education
1. Traditional Teaching Methods
2. Modern or ICT based teaching methods

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 TRADITIONAL TEACHING METHODS
76

 Also know as back to basics, conventional education or customary

education.
 The back-to-basics traditional education method also known as chalk &
talk Method
 This old-fashioned way of teaching was all recitation and memorization
techniques
The traditional role of teaching focuses on teacher as organizers of
learning activity, provides of information and experts knowledge

02/23/2023
77 TRADITIONAL TEACHING METHODS

Teacher carries too much of responsibility

One – way flow of information
Instruction based on textbook, lectures and
individual written assignments
Main objectives is to pass the examination

02/23/2023
78 TRADITIONAL TEACHING METHODS
MERITS

 Helps to build the discipline in the classroom

More interaction between teacher and student

DEMERITS
Lack of collaboration and group learning
 More emphasis on examination and results rather than understanding of concepts

02/23/2023
79 TRADITIONAL TEACHING METHODS

TOOLS USED

 Black Boards Drawing books

 Textbooks Dictionary, Encyclopedia
 Charts Vedic math tools
 Images and posters Puzzle books, GK books
 Maps and atlas, globes Science lab apparatus
 Flash cards, flip cards Workbook

02/23/2023
80 MODERN AND ICT BASED TEACHING
METHODS
 Information and communication technology in education is the mode of
education that use information and communication technology to support
enhance and optimize the delivery of information.

 Mobile learning ( m-learning ) as a form of e-learning is raising rend

where the education has outgrown the physical constraints for the
classrooms and acquired mobility. Students access information whenever
and wherever they want and institutions that provides such advanced
technological terrains is rising in number day by day.

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 MODERN AND ICT BASED TEACHING METHODS
81

 Use of computers or laptops and technology driven classrooms

 Smart interactive boards with help of power point presentation and interactive
videos
 Use of microphone for delivering the lecture in the classroom
 Emphasis on understanding of concepts, activity based learning and learning labs
 Design thinking and creative ideas.
 Mind map, Gamification, Free online learning tools
 ICT based teaching methods
 Learning management system and massive open online courses

02/23/2023
82 ICT Based Teaching Methods
 Mobile learning (m-learning) as a form of e-learning.
 Flipped classroom- it allow students to go beyond their normal boundaries and
explore the lesson before teacher describe them in class-room.
 Design Thinking & Creative ideas – This involves real life case to increase the
curiosity, analytical skills and creativity.
 Mind Maps – Use of self-learning tools
 Free online learning tools
 ICT Based Teaching methods – virtual reality, virtual labs, open educational
resources and MOOCs.

02/23/2023
83 MODERN AND ICT BASED TEACHING
MERITS METHODS
 Interactive and collaborative learning process with more interest among the
students with the help of interesting group acts.
 Lots of audio-visual recording and online contents helps the students to
understand the subject better and also helps students to memories concepts for
longer time.
 Teacher can cover more syllabus in lesser time.
DE MERITS
 Less integration with teacher.
 It can adversely affect the eyes of the student.

02/23/2023
84
Evaluation system
What is Evaluation ?
Evaluation is a systematic process of collecting, analyzing and interpreting
information to determine the extent to which instructional objectives are being
achieved.
Objectives
To assess the learner’s achievement at the end of the teaching – learning
process
To motivate the students for learning
To measure the effectiveness of curriculum, teaching methods and programs.
To give grades to the students at the end of the course. 02/23/2023
85 Types Evaluation system

02/23/2023
86 Continuous & Comprehensive Evaluation ( CCE)
 It covers all aspects of the student’s development. CBSE Evaluation system is
based on this CCE method.
 Continuous here refers that it is not just an examination but a part of the
evaluation process. It is continuous process with no fixed time limits.
 Comprehensive here refers to assess the all aspects of the child development.
Thus, different techniques are used by the teacher s to evaluate the performance
of the child .
 Areas of assessment.
 Understanding , Application, Analysis, Evaluation and Creativity

02/23/2023
 Evaluation system
Placement Evaluation :
87
It determines the knowledge and skills the student’s posses, which are necessary at the
beginning of instruction in a given subject area. Evaluation of entry behavior is done just
before teaching starts, a teacher should know the Previous knowledge of students.
Formative Evaluation (Internal valuation ):
It is done during the program before its completion. It focuses on the process. It is conducted
more than once depending upon the length of activity. This evaluation provides the student
with feedback regarding his or her success or failure in attaining the instructional objectives
Diagnostic Evaluation : The diagnostic evaluation goes a step further and tries to provide
an explanation for the possible causes for problem in learning. Thus, diagnostic tests are more
comprehensive and detailed. These evaluation are done at any time in the program to pin
point anything wrong in the program.
Summative Evaluation ( External Evaluation )
It determines the extent to which the objectives of instruction have been achieved and is used02/23/2023

for assigning course grade.

88 Evaluation system
 According to nature of reference : Here, Norm- referenced testing and
Criterion-referenced testing can be termed as the two alternative approaches to
educational testing.
 Criterion-referenced evaluation: Glaser ( 1963) first used this term,
criterion-reference test to describe the learner’s achievement on a performance.
 This test is used to ascertain an individual’s status with respect to a defined
achievement domain. In the above statements, there is no reference to the
performance of other members of the group.
 Norm-referenced evaluation: A norm- referenced test is used to ascertain an
individual’s status with respect to the performance of other individuals on the test.
It is normally used in competitive exams.
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 Choice based credit system (CBCS)
89
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.
The CBCS system follows the semester pattern where two consecutive semesters
( odd & even ) constitute an academic year; Grading and evaluation of students
performance in each subject takes place at the end of each semester.
CBCS uses a credit-based grading system and not a percentage – wise system.

02/23/2023
 Advantages of Choice based credit system (CBCS)
90

 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.
 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.

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91 Disadvantages of Choice based credit system
(CBCS)
Difficult to estimate the exact marks
Workload of teachers may fluctuate
Demand good infrastructure for dissemination of education

02/23/2023
92 3 Types of Courses offered By CBCS
1. Core Courses: A Course, which should compulsorily be studied by a
candidate as a core requirement is termed as a core course.
2. Elective Courses: Generally, a course which can be chosen from a pool of
courses, and which may be very specific or specialized or advanced or
supportive to the discipline.
3. Ability Enhancement Courses (AED ): The Ability Enhancement (AE)
Courses may be of two kinds : Ability Enhancement Compulsory Courses (
AECC) and skill Enhancement Courses ( SEC). AECC courses are the
courses based upon the content that leads to knowledge enhancement; i.
Environmental Science and ii. English/ MIL Communication.
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93 Grade and Grade points
Letter Grade Letter Grade
O (outstanding) 10
A+ (Excellent) 9
A (very Good) 8
B+ (good) 7
B (above average) 6
C (average) 5
P (pass) 4
F (Fail) 0
AB (Absent) 0 02/23/2023
 Key Words under CBCS
 Academic Year: Two consecutive (one odd + one even) semesters constitute one
94 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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 Computer Based Testing (CBT)
95
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)
 More frequent testing opportunities.
 Data rich results
Increasing candidate reach
Streamlined logistics
02/23/2023
 There are two types of CBT which include:
96

 Linear test: This involves a full-length examination in which the computer

selects different questions for individuals without considering their performance
level.
 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.

02/23/2023
 Never Give up Learning

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Contact no’s : 9443842724 ,9865625755

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!! All the Best !!
02/23/2023 97