Teaching Aptitude PART-2: Ugc Net Paper I

TEACHING
APTITUDE UGC NET PAPER I

LOG ON TO WWW.ANUJJINDAL.IN
PART-2
INFO@ANUJJINDAL.IN
WWW.ANUJJINDAL.IN
COURSES OFFERED:
COURSES UGC NET
OFFERED: PAPER
|UGC NET1 PAPER
AND 2|RBI GRADE
1 AND 2|RBIBGRADE
| SEBI GRADE
B| A|
NABARD
SEBI GRADE GRADE AGRADE
A | NABARD AND BA| AND B |
WWW.ANUJJINDAL.IN ; INFO@ANUJJINDAL.IN; 9999466225
TEACHING AIDS
 WHY DO WE NEED TEACHING AIDS?

The most important aim of teaching aids is Effective Teaching.
- It helps in acquiring solid knowledge.
- It helps in enlarging perception.
- It facilitates recognizing and transfer of Knowledge.
- It adds creativity in the teaching.
- It makes teaching interesting and helps in giving desired results.
- It develops desired interests and attention in learning.
- It makes teacher-student interaction better.
- It improves thinking power of the students.
- It helps in meeting the demands of disabled child.
- It averts the evil effects of verbalism.
- It gives good motivation to students.
- It proves a good substitute for direct experiences.
- It enhances scientific attitude.
- It develops educational environment in a better way.
- Most importantly it increases the level of understanding between teacher and
students.
 KINDS OF TEACHING AIDS:

i. VISUAL AIDS
ii. AUDIO AIDS
iii. AUDIO-VISUAL AIDS
iv. GRAPHICS AIDS
v. THREE-DIMENSIONAL AIDS
vi. PROJECTED AIDS
vii. AIDS THROUGH ACTIVITY
COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

SEBI GRADE A | NABARD GRADE A AND B |
Charts
Globe Photographs
1. Visual
Maps Diagrams
Aids
Static and
Flashcards working
models
Projectors
Radio Recordings
2. Audio Aids
Gramophones Lingua Phones
Films/T.V. Projectors
3. Audio-Visual Aids
Computer Smartboard

Diagrams
Flashcards Photographs
4. Graphics
Photos Charts
Aids
Graphs Playcards
Maps
Models
Diorama Specimen
5. Three-
Dimensional
Aids
Apparatus Real Objects

Slides
Epidiscope Films
Projected
Aids:
OverHead LED
Projectors Projectors

Excursion
Botanical
Projects
Garden
Aids
through
Maintence Activity
Role Play
of Aquarium
Dramatic
Field Trips
Participation
METHODS OF TEACHING
1. MICRO TEACHING:
- This method was introduced by D. Allan and R. Bush in 1963.
- It is used for training teachers to have desired results.
- It is not used for students.
- It makes the teacher training program scientific, effective and meaningful.
- This technique provides feedback to teacher trainee for the modification of teacher
behavior.
- This strategy applies in pre-service and in-service stages.

Cycle of MICRO TEACHING:
Planning
(6 minutes)
Re-Feedback Teaching
(6 minutes) (6 minutes)
Re-Teaching Feedback
(6 minutes) (6 minutes)
Re-Planning
(6 minutes)
- It is ‘one time one skill’ method.

- It gives 6 minutes for each step.
- The total time is 36 minutes.
- This teaching method helps in improvement of skills.
- It builds confidence and builds different skills.
- However, this method has certain drawbacks also such as:
i. It is applied in controlled environment,
ii. There is no interaction with students,
iii. It is time consuming,
iv. It is skill oriented, not content oriented.
Join our TELEGRAM GROUP to attempt daily free mocks, Click the
link below : https://tinyurl.com/cracknet

2. TEAM TEACHING:
- Team teaching involves a group of instructors working purposefully, regularly, and
cooperatively to help a group of students of any age learn. Teachers together set
goals for a course, design a syllabus, prepare individual lesson plans, teach students,
and evaluate the results. They share insights, argue with one another, and perhaps
even challenge students to decide which approach is better.
- When teachers teaching same subject at different times or same time.
- It helps in how to maximize the utilized resources.
- It encourages Direct Involvement.
- It encourages use of all faculty members.
- Team teaching can be within a single discipline or in specialization also.
3. BLOCK TEACHING:
- It’s a method in which teachers take long classes.
- Lectures are taught in an intensive block such as once every week.
- Students study one course at a time.
- Continuous interaction between students and teacher.
4. INTEGRATED TEACHING:
- This method works by integrating different subjects to see the role of other
subjects in one.
- It means making connections between academic knowledge and practical scenarios.
5. BRAIN STORMING:
- It is a participatory method where students also participate.
- In this method students share their ideas and opinions related to the topic of
session.
- The ideas are noted and the best ideas. are chosen or clubbed together.
- Teacher plays the role of a facilitator in this method.
• Other methods are E- LEARNING (use of electronics) and BLENDED LEARNING
(traditional + e teaching)
LEVELS OF TEACHING
There are 3 levels of teaching:
➢ MEMORY LEVEL OF TEACHING (MLT)

- initial stage of teaching
- proposed by Herbart
- induces habit of rote learning of information
- evaluation system includes oral, written and essay type examination
➢ UNDERSTANDING LEVEL OF TEACHING (ULT)

- Memory plus insight as it goes beyond memorizing the facts
- Focus on mastery of the subject
- Proposed by Morrison
- Makes pupils understand the generalizations, principles and facts
- Provides more opportunities for the students to develop their intellectual
behavior
- Evaluation system includes both essay and objective type questions
➢ REFLECTIVE LEVEL OF TEACHING (RLT)

- Highest level of teaching and includes both ULT and MLT
- Proposed by Hunt
- Problem centric approach of teaching
- Students are assumed to adopt some research approach to solve the problem
- Aim is to develop reflective power of learners so that they can solve problems
of their lives by reasoning, logic and imagination
- Evaluation system used is essay type. Attitude, belief and involvement are also
evaluated
EVALUATION
WHAT IS EVALUATION:

- It means making judgement or a process of collecting evidences of behavioral
changes and judging the directions and extent of such changes.
- It’s both quantitative and qualitative system.
- it is a way to check both the academic and non-academic aspects of student’s
personality.
- It helps students as well as teachers to bring desirable changes in their respective
parts to get the desired results.
IMPORTANT ELEMENTS OF EVALUATION:
TESTING
APPRAISAL MEASUREMENT
ELEMENTS OF
EVALUATION:
EXAMINATION ASSESSMENT
TYPES OF EVALUATION:
DIAGNOSTIC EVALUATION:
➢ This is done at the beginning of the teaching learning process.

➢ It diagnoses the causes of problems in teaching.
➢ It is done to find specific weakness of students.
➢ It can be done at individual or class level.
➢ It helps in designing the curricula in order to match the learner’s ability to understand
the concepts.

FORMATIVE EVALUATION:
➢ Paul black is considered to be the main proponent of this concept.

➢ The major purpose of formative evaluation is to find the strengths and weakness of the
students.
➢ The findings of formative evaluation help in getting desired results for students.
➢ It concentrates on improvement of student’s achievements.
➢ It provides feedback.
➢ It includes class tests, unit tests, quizzes, assignments.
➢ It is an important part of teaching learning process.
SUMMATIVE EVALUATION:
➢ The major purpose is classification and promotion of students.

➢ It passes certificates and passing judgements on students.
➢ It concentrates on measurement of student’s achievement.
➢ It is done at the end of academic session.
➢ It doesn’t provide feedback.
➢ It includes term tests, annual tests and external examinations.
➢ It gives result of the teaching learning process.
LEARNING DISORDERS:
• DYSCALCULIA: this disorder includes when a student suffers from difficulty in
understanding mathematics, arithmetical operations, signs, etc.
• DYSGRAPHIA: this disorder includes problems related to handwriting and leads to
poor handwriting, inconsistent spacing and wrong spellings etc.
• DYSLEXIA: this disorder is related to problems in reading like in recognizing and
understanding letters and words, low fluency etc.
• DYSPHASIA/APHASIA: this includes difficulty in understanding a spoken language.
PRACTICE QUESTIONS
Q.1) Teaching a person how to drive is an example of which of the following elements -
[a] Instruction
*[b] Training
[c] Conditioning
[d] Indoctrination
Answer-It is related to the specific activity or directed towards teaching a specific skill.
Q.2) Discussion method of instruction is a type of

[a] Explaining
[b] Learning by teaching
[c] Demonstration
*[d] Collaborating
Answer- Since in case of discussion we co-operate with each other in order to reach the
conclusion.
Q.3) Achievement tests are commonly used to assess which of the below mentioned
factors-
*[a] The amount of learning after teaching
[b] The change in behaviour
[c] The amount of skills gained
[d] The amount of potential in a student
Answer- What has the student actually learned after teaching.
Q.4) Causes and remedies of persistent learning problems is ascertained by

*[a] Formative Evaluation
[b] Summative Evaluation
[c] Diagnostic Evaluation
[d] Cumulative Evaluation
Answer-Formative Evaluation leads to finding the actual caused and solutions to the
problems.
Q.5) A teacher can make her class more democratic by

*[a] Students participation in class room activities
[b] Students decision on what to study and what not to study
[c] Student’s collective decision regarding the timings of the class
[d] None of the above
Answer-By making a class more interactive by students active participation.
Q.6) A good test should not have which of the following elements-
[a] Unambiguity
[b] Reliability
*[c] Subjectivity
[d] Clarity
Answer- Their shall be no subjectivity in taking a or conducting the test.
Q.7) A teacher is said to be effective when he is able to follow which of the following-
i. She corrects the assignments properly
ii. She teaches maximum matter in the given time
iii. Motivates the students to learn
iv. Ensures competition or cooperation among students, as the situation demands
[a] Only (iii)

*[b] (iii) and (iv)
[c] (i) and (ii)
[d] All of the above
Answer-B teachers efficiency is determined on the basis of students learnings and teaching
attitude.
HALL OF FAME
OUR TOPPERS IN RBI | SEBI | UGC

CLICK ON IMAGE/LINK TO WATCH VIDEO
https://www.youtube.com/watch?v=HjhpkY8VN https://www.youtube.com/watch?v=MJ8MYR
kI&t=1112s j-4TQ&t=1046s
https://www.youtube.com/watch?v=fqXC0Xhs5 https://www.youtube.com/watch?v=6oT11Z-
Hk&t=1260s kz1s&t=1s

https://www.youtube.com/watch?v=YX_
8ETlKJ-
c&list=PL0oZLcCMn5NOIuFOqrUMOw_qj1
5X1J3Kl&index=64&t=1595s
https://www.youtube.com/watch?v=Io4lf803N
Wg&list=PL0oZLcCMn5NOIuFOqrUMOw_qj15X1J
3Kl&index=30&t=1091s
https://www.youtube.com/watch?v=hNursCyWRkA&list=PL0oZLcCMn5NOIuFOqr
UMOw_qj15X1J3Kl&index=62&t=0s


Teaching Aptitude PART-2: Ugc Net Paper I

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teaching Aptitude PART-2: Ugc Net Paper I

Uploaded by

Copyright:

Available Formats

TEACHING

APTITUDE UGC NET PAPER I

 WHY DO WE NEED TEACHING AIDS?

 KINDS OF TEACHING AIDS:

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

Apparatus Real Objects

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

- It is ‘one time one skill’ method.

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

There are 3 levels of teaching:

➢ MEMORY LEVEL OF TEACHING (MLT)

➢ UNDERSTANDING LEVEL OF TEACHING (ULT)

➢ REFLECTIVE LEVEL OF TEACHING (RLT)

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

IMPORTANT ELEMENTS OF EVALUATION:

➢ This is done at the beginning of the teaching learning process.

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

➢ Paul black is considered to be the main proponent of this concept.

➢ The major purpose is classification and promotion of students.

Q.2) Discussion method of instruction is a type of

Q.4) Causes and remedies of persistent learning problems is ascertained by

Q.5) A teacher can make her class more democratic by

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

COURSES OFFERED: |UGC NET PAPER 1 AND 2|RBI GRADE B |

You might also like