UGC NET Paper 1

Teaching Aptitude
Lesson 1

Based on the new and updated syllabus of

UGC NET 2019
 TOPICS TO BE COVERED
• Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and
Reflective), Characteristics and basic requirements.

• Learner’s characteristics: Characteristics of adolescent and adult learners (Academic,

Social, Emotional and Cognitive), Individual differences.

• Factors affecting teaching related to: Teacher, Learner, Support material, Instructional
facilities, Learning environment and Institution.

• Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner

centred methods; 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.
 Teaching Aptitude
• Teaching aptitude is about evaluating
knowledge, skills and attitude of a
candidate who want to enter into
teaching profession.

• It evaluate the basic qualities required to

be a successful teacher.
 Teaching
• According to Morrison, teaching is a disciplined social
process in which teacher influence the behaviour of the
less experienced pupil and helps him develop according to
the needs and ideas of the society.

• Edmund Amidon - Teaching is defined as an interactive

process, primarily involving classroom talk, which takes
place between teacher and pupil and occurs during certain
definable activities.

• Teaching is a process of providing opportunities for

students to produce relatively permanent change through
engagement in experiences provided by teachers.
 Teaching Continued…..
• Teaching can be formal and informal.
• Not an act but process.
 Previous year question
Arrange the following teaching process in order
(i) Relating the present knowledge with the previous
knowledge
(ii) Evaluation
(iii) Re-teaching
(iv) Formulating objectives
(v) Presentation of materials

Codes
A.(i), (ii), (iii), (iv)
B.(ii),(i) (iii), (iv),( v)
C.( v), (iv),(iii),(i) , (ii)
D.(iv),(i) ,( v), (ii),(iii)
 Basic Teaching Model
• Instructor centered Teaching (Pedagogical
Approach)
• Learner centered Teaching (Andragogical
Approach)

– Pedagogy is the art and science of teaching. It

determines ‘how the teaching occurs, the approach to
teaching and learning, the way the content is
delivered, and what the students learn as a result of
the process’.
 Heutagogy (Self-Determined
Learning)
• Heutagogy (based on the Greek
for “self”) was defined by Hase
and Kenyon in 2000 as the
study of self-determined
learning. Heutagogy applies a
holistic approach to developing
learner capabilities, with
learning as an active and
proactive process, and learners
serving as “the major agent in
their own learning, which
occurs as a result of personal
experiences”
 Relevance to Distance Education

• Distance education is in a unique position for

creating learning environments for supporting
a heutagogical teaching and learning
approach, as well as for contributing to
further research into heutagogy.
• Specific characteristics of distance education
that align themselves with heutagogy-
– Technology:
– Profile of the distance education learner
– Learner autonomy
 Terminology
• Pedagogy- art and science of teaching
• Andragogy- art and science of helping adults
learn
• Ergonagy- art and science of helping people
learn to work
• Heutagogy- the study of self determined
learning.
 Terms to know

• Synectics :Synectics is a
strategy based on
analogies to generate
ideas. Analogies provide a
structure to generate
ideas by connecting a
familiar content with a
new content. or looking
at a familiar content from
a new perspective
 Objectives of teaching
According of Dececco and Crawford (1974)
instructional objectives for teachers are narrower
in scope than educational objectives.
Instructional objectives guide the teacher in the
selection, emphasis, and omission of subject
matter, materials and activities while preparing
lesson plan and classifying instruction.
– Objectives by Bloom
– Objectives by Gagne and Briggs.
 Bloom’s Classification

Cognitive domain Affective domain

Psychomotor
domain
Knowledge
Receiving
Comprehension Imitation
Responding
Application Manipulation
Valuing
Analysis Precision
Organizing
Synthesis Articulation
characterizing
Evaluation Naturalization
• 1. Which of the following is the highest level
of cognitive ability
(A) Knowing
(B) Understanding
(C) Analysing
(D) Evaluating
• 2. Which of the following skills are needed for
present day teacher to adjust properly with the
classroom teaching?
– 1. Knowledge of technology
– 2. Use of technology in teaching learning
– 3. Knowledge of student’s needs
– 4. Content mastery
– (A) 1 and 3
– (B) 2 and 3
– (C) 2, 3 and 4
– (D) 2 and 4
• Answer D
• Answer C
 Gagne and Brigg’s Classification of
teaching objectives:
• Learner’s outcome fall under following categories:
1. Intellectual skills: These skills are crucial for dealing with the
environment. They include concept learning, rule learning, and
problem solving.

2. Cognitive strategies: These include methods and techniques for

one’s own learning, remembering, and thinking skills.

3. Verbal information: It refers to organized bodies of knowledge that

an individual acquires.

4. Motor skills: They are basically about motions carried out when the
brain, nervous system, and muscles work together.

5. Attitudes: They refer to an internal state of an individual

Nature of Teaching
 Previous year questions
1. Which of the following factors affect teaching?
Choose the correct code to indicate your answer.
(i) Teacher’s internal locus of control.
(ii) Learner-motivation.
(iii) Teacher’s biographical data.
(iv) Teacher’s self efficacy.
(v) Learner’s interest in co-curricular activities.
(vi) Teacher’s skill in managing and monitoring.
(vii) Teacher’s knowledge of the subject including general knowledge.

Codes :
(A) (i), (ii), (iv), (vi) and (vii)
(B) (i), (ii), (iii), (iv) and (v)
(C) (iii), (iv), (v), (vi) and (vii)
(D) (ii), (iii), (iv), (v) and (vi)
A
.

B.

C.
• Answer
– 1. A
– A: d
– B. 1
– C. 2
 Teaching at different levels:
• Memory level of Teaching ( By Herbart) –S-R
• Understanding level of Teaching (By Morrison)
• Reflective level of Teaching (By Hunt):
A college level assistant professor has planned his/her lectures with an intent to develop
cognitive dimensions of students centered on skills of analysis and synthesis. Below,
given are two sets of items Set - I consisting of levels of cognitive interchange and Set - II
comprising basic requirements for promoting them. Match the two sets and indicate
your answer by choosing the correct alternative from the code:
Set - I Set - II
(Levels of Cognitive (Basic requirements for promoting
Interchange) cognitive interchange)
a. Memory level i. Giving opportunity for discriminating examples
and non-examples of a point.
b. Understanding level ii. Recording the important points made
during the presentations.
c. Reflective level iii. Asking the students to discuss various
items of information.
iv. Critically analyzing the points to be
made and discussed.

Codes:
a b c
(A) ii iv i
(B) iii iv ii
(C) ii i iv
(D) i ii iii
• Answer C
 Variables in teaching
• Dependent variables
• Independent variables
• Intervening variables
 Terminology
• Pedagogy- art and science of teaching
• Andragogy- art and science of helping adults
learn
• Ergonagy- art and science of helping people
learn to work
• Heutagogy- the study of self determined
learning.