CHAPTER Teaching Aptitude LEARNING OBJECTIVES oe Gea Te Cu (Cone cae eet aivation in Choice Based Credi na ations in fameBDewnintennn cscs wi Derinmions AND Meaning of Eoucation Poon bebe ofan i. = APY Abdul Kalam “Bducation is simply the soul af a society as it passes {from one generation to another” ~G.K. Chesterton According to New Education Policy, 2020, education a fundamental for achieving full human potential, ‘and promoting developing an equitable and just society national development. ‘The Global Education Development agenda reflected in the Sustainable Development Goal-4 (SDG-4) of the 2030 agenda for sustainable development, adopted by India in 2015 secks to “ensure inclusive and equitable ‘quality education and promote lifelong learning opport- nities for all by 2030". Every human being often reflects the learnings that he has received from his elders - parents, family members land teachers. We spend almost 20-25 years of our lives sr formal learning, Education is the most important foun- Gation of a successful, learned and thriving society. In ‘general, itis important for the social, economic, political rowth and development of our society. “Thus, the main benefit of education is to transfer our knowledge to the next generation so as to make our soci- ya better place. In a formal manner, teacher functions as fhe facilitator of knowledge. Learning is the final outcome UT caching process. Evaluation is also done to assess the progress of students. Thus education, teaching; learning progr valuation are closely related. Research adds to the existing stock of knowledge. We sre starting our discussion with education and gradually shifting towards teaching. seeding to Tagore, the aim of education is self real- jaacon It means the realization of universal soul in one's zac is a process which cannot be realized without edu Setion. He synthesizes the ancient Vedantic. sor ini Vivekananda defines education is the manifes- tatjon of perfection already ina man. ‘Aristotle defined education as a “e mind in a sound body’. According to Heinrich Pestalozzi, ural harmonious and progressive development innate powers PO defines education as the power by which sreation of a sound ‘Education is the nat of man's “John Dewey a enn able to control his environment and fulfill his sibilities i Frobel, “Education isa process by which ‘According to tnaihild develops its inner potential in a manner soas to Sarvepalli Radhakris! Mas Philosophy is teacher, a Approaches IN EDUCATION stcron fn vast subject. All aspects of educa pline iniluenced by philosophy. “Three Basis of Education: The educational decides three types of questions Pre tay "Why’ is cecided by philosophy. {8} ‘How is decided by psychology. {€) What is decided bythe social needs Hence Cation is based on philosophical, psycho) andsocal aspects oR ‘As per Western philosophy, Socrates is conside Pefatheraf ection med Pigallom: Let.us [ook at the basic aspects of phi Idea: Lt education. The wor eae toa ssn derived from ‘ideal’ Its actually about Ving tra Beir, that reflects ‘spiritualism. The universal m and edie central in understanding of the word oP ogouree of all creation, and knowledge, spine» mind constitute reality Malues are absolute, eternal and unchanging Real knowledge is perceived in mind tha important than’ Knowledge gained thr senses. ‘Man has a superior nature that is express formof intellectual culture, morality and Trrdbel, Kant, Plato, Swami Dayanand. Vo and Sn Aurobindo the main proponents of isea Naturalism: Contrary to idealism, naturalism Dinlosophy that believes nature alone represen Phtire reality. It takes into account nacural = atural force and natural laws. ‘Our senses are the gateway (© knowles. wf nature is the source of all knowledge. The mind s Subordinate to nature. The educative process musth« pleasurable and set in natural surroundings. ‘The main protagonists of naturalism are Ta Rousseau, and Herbert Spencer. Pragmatism: Pragmatism is basically a Greek we that means practice or action, Here, we Focus 02 word ‘utility, whatever is useful is good. and wharer’ is good is useful. A pragmatist lives in a world of 98 Pragmatism focuses on activity or doing. Th no absolute values of ie, Truth is created duns ‘course of experience. Humans are active Being have the abity to solve chet problems christ logic of experiments and scientitic methods. ead The thinkers John Dewey. kilpatrick, Mé ih some of the main exponents of this philos Constructivism: The learner actively knowledge, Jean Piaget and J. Brunet bs jearning involves an active processing of iN tom an that each individ savy OFTHE SS constructs knowledge for itself, Educational Poy ‘ogy believes that there are developmental S28 knowledge organizati ‘According “to, Jean’ Piaget, “accom and assimilation’ ate basics to Tearing. asevelops a new ‘schema’ through accommodation. dleveaperiences are assimilated into already existing ns, or they may be accommodated by ereating sche pew schemas n: Humanism is a reasonable balance in ards humans as the centre and measure of s. Humanism believes in the interests and ‘al human beings. Thus, the life of human ‘Ning should be transformed so that the welfare ofall peinges the goal. This form of learning is dependent onselfactualization. it advocates cooperation, mutual tolerance and soual understanding. Carl Rogers and Abraham Maslow are main advocates of humanism, Rationalism: Rationalists claim that there are sig Kfeant ways through which our concepts and Thowledge gain independently through our sense experience. . Empiricists: They claim that sensory experiences are theultimate source of all our concepts and knowledge. o, Existentialism: It is a philosophy that emphasizes individual existence, freedom and choice. This emphasizes the uniqueness and isolation of the indi- vidual experience in a hostile or in different universe, regards human existence as unexplainable, and stresses freedom of choice and responsibility for the consequences of one’s acts. 10. Behaviourism: It assumes that the learner is a pas- sive organism who may be conditioned to learn new behaviour. Therefore, learning could be explained by a change in observable behaviour. E. L. Thorndike postulated the law of exercise and the law of effect. (a) Law of Exercise: Repeating a conditioned response would strengthen the bond between the stimulus and the response. In other words, prac- tice makes a man perfect. (b) Law of Effect: The law of effect is the principle of reinforcement and punishment. Pleasures and Pains resulting from previous behaviour decides ur future behaviour. Gestalt Psychology: It believes that the whole is fteater than the sum of its parts. For example, in the human body, there are cells, tis- Hes Ofgans, systems, etc., and the sum of all these somponents (human body) is greater than the sum of {sPats. This is because the parts are interrelated t0 other. There is synergy created, niftther, Gestalt psychology demonstrated the sig- learning of Perception. It also showed that complex racing teed not occur gradually through lengthy 12, pat but may develop through insight. the fc Philosophy: Eclecticism is nothing but pease” of knowledge from all sources. It is a lat type of educational philosophy that com- ines al Phos $204 ideas and principles from various all activit welfare of 13 There are many more philosophies of education, and each of the philosophies has its contributions and limitations. Not a single philosophy is complete in itself. Also, a single philosophy cannot be applied successfully in all situations because the world and its values are continuously changing. The educational system also changes from time to time. ‘The some of the important philosophies of education have been mentioned below: Meias| Important Concepts in Education and Teaching and ti ponent: Basic education (Wardha Education Mahatma System) Gandhi Learning must take place in nature — Rabindranath and from nature Tagore ‘ntegral education Sri Aurobindo Focus on the spiritual aspects of Dr. Sarvepalli Indian philosophy Radhakrishnan Education to transform human mind J. Krishnamurti Experiential learning John Dewey Self-education through development Maria ofindividuality Montessori Kindergarten focus on self-activity, Frébel creativeness, and social cooperation No formal learning; natureisthe Rousseau only teacher wer ¢ Forms or Epucation ‘We can divide the education into three parts. 1. Formal 2. Informal 8. Non-formal Integration of these three makes the education holistic and comprehensive. These forms of education have been discussed in Figure 1.1 Havighurst and Neugarten have given two important functions of the education system: 1. Amirror that reflects society as itis or to be the stabi- lizer of the society. 2. An agent of social change or a force directed towards implementing the ideas of society.CL | [ Peoiel cromaeet } [ tnarect and Spontansous | { Flexible, Open system ee Fioune 1.1 Forms of Education ‘eorge Payne, a sociologist, has given three main munctions of education: 1. Assimilation of traditions >. Development of new social patterns © Creative and constructive role Emile Durkheim established ideas on transmission of Society's norms and values as the major function of soct- Sa Mie also acknowledged education as a training for Specialized roles, including adopting some occupation far livelihood. Education is required to perform the func fon of cultural transmission and enrichment, acceptance Ghd reformulation, change and reconstruction. The pro- SEs why the young generation learns the traditional rays of society is called enculturation, and this differs from society fo society. Through education, enculturation 1s formalized. Acculturation is the process through which a person oF group from one culture comes to adopt the practices and {Mocs of another, while still retaining their own distinct ‘dlcure_ This concept has become important in an increas ingly globalized society Factors Determining Educational Aims Education is mostly a planned and purposeful activity. Educational aims are necessary in giving direction. to unique activities which are determined by the following. factors ). Philosophy: Philosophy and education are the two ‘sides of the same coin. Philosophy is the main factor that Getermines the aim of education, Education is termed to be the best means for propagation of philosophy. Human nature: It is closely linked with philosophy. For example, idealists regard unfolding of the divine in man as the aim of education. 3, Socio-cultural factors and problems: Education has to preserve and transmit the cultural heritage and tra- ditions from one generation to another. Religious factors: In ancient India, B Religions fee culeation of the ideals of reli emphasized he Jnd truth into the prevailing educa tional system Mo A ogies: The educational aims of a dem- Polite i eeraystert can be quite different from har ofan autocratic political set UP .. Exploration of knowledge: Knowledge is must for fond interpersonal relationships, healthy adjustment Slife, mouification of behaviour, self-awareness and for social growth, itis also a source of happiness. Vocational: Education should prepare the child t0 tearm his livelihood and make him self-sufficient and éfficient in both economic and social factors. . Self-actualization and total development: Education should help a person to become whathe has to become according to his or her individual potentials. ‘The education aims at total development of an indi vidual and it includes physical, mental, emotional, social and spiritual developments. Harmonious development: Mahatma Gandhi ‘emphasized this aim of education very much when he said ‘By education, we mean an all round drawing out of the best in child and man-body, mind and spirit. |. Moral and character development: Some education alists consider these as the supreme aim of education. Herbert Spencer emphasized that education must enable the child to cultivate moral values and virtues, such as truthfulness, goodness, purity, courage, rever ence and honesty. . Citizenship: As a member of the society, a studen! should be conscious about his or her duties, function* and obligations towards society. - Education for leisure: Leisure is the time which # utilized for enjoyment and recreation. It is need: to make us rest and regain energy. Leisure, if wist! used, gives birth to physical and mental balan Artistic, moral and aesthetic developments ca” inspired through the beneficial use of leisure timsome specified Aims of Education in the Indian Some qrwhen India gained freedom there was a need Conferientation and restructuring of all our existing oF jal political and educational systems, in order to meet social. Povconomic, political and educational needs of the country , , ‘inve independence, various committees and commis. sions were appointed to lay down the aims and objectives of education in India, National Educational Policy (1986) specified the following aims and objectives of our education: 1, Allxound material and spiritual development of all people 2, Cultural orientations and development of interest in Indian culture 3, Scientific temper 4, National cohesion 5. Independence of mind and spirit, that furthers the goals of socialism, secularism and democracy 6. Manpower development for different levels of economy 7. Promoting research in all areas of development 8. Education for equality ‘The main objective of effective teaching is learning. As pet NIA-UGG-NET syllabus, our current focus is to imbibe ‘he concept of teaching. The experiences we resort to for learning can take different forms that have been explained under the concept of learning. ‘These words reflect the whole idea of what it means \o be a teacher. The progress and prosperity of a nation {ispends upon the development of its human resources. © this purpose, we need highly competent teachers. oe ‘caching aptitude is all about evaluating candidates {ihe want to enter teaching profession on the basis of reguingledge and skills. It refers to basic qualities [igure t0 become a successful teacher. This includes ‘cation, intelligence, attitude and many other quali- ‘is expected from a person who wants fo become & suc ‘essful teacher, “Teaching can be defined in the following ways: 1. Tea aching is the purposeful direction and manage- 2, Rentof the learning process ‘aching is a process of providi is of providing opportunities for stu- engl to Produce relatively permanent change through 3 Tenement experiences provided by the teachers. ence ang 2.kilful application of knowledge, experi- Upannd scientific principles with an objective to set Tea Tonment to facta learning depends,’ Planned activity and effective teaching (aay onthe following factors clearly the students un cy Meeected to esesem's understand what they ‘ow accurately their learning can be measured. 55. Teaching is a process in which the learner, teacher and other variables are organized in a systematic way to attain some predetermined goals. 6. Teaching is an activity that influences a child to learn and acquire desired knowledge and skills and also their desired ways of living in the society. [Basic Teaching Models ‘There is no basic model of teaching that augurs well for all situations. Two contrasting models have been discussed here. These models separately or in combination could be used for different courses. Pevacocy Pedagogy is a conventional approach. It is also called as the art and science of teaching. The teacher assumes the primary role in deciding the main aspects of teach- ing. Friedrich Herbart, in his work Universal Pedagogy (1906), advocated five formal steps in teaching. 1, Preparation Linking new material to relevant exist- ing ideas (memories). 2, Presentation ~ Present the new lesson after taking into account the actual experience of concrete objects. 3. Association — Comparison of the new idea with exist- ing ideas with an objective to implant new ideas in the mind of learner. roca Learner-centered, flexible fixed designs process ‘Teacher's direction and Learner's autonomy decisions Teacher's guidance and Teacher’ facilitation, ‘monitoring oflearning support and ‘encouragement for learning: Passive reception in Active participation in learning learning jwithin the four Learning in the wider Piewtstaaccs memeted Knowledge as ‘given’ and Knowledge evolves and is ‘fixed’ created focus Linear exposure Multiple and divergent ‘exposure ‘Assessments short Assessments: 4 lous, continuous Source: NCERT Pedagogy4. Generalization ~ To take I b fo take learning beyond perception __ and experience to develop absrtract ideas 5. Application ~ To make the newly acquired knowledge become an integral part of the life of the student the learner is mostly self-directed. He is mostly: responsible for his own learning. The students not only receive knowledge but they interpret through ‘discovery’ The students set the pace of their own learning, ‘The instructors facilitate the learning by offering opportunities to learn themselves and acquire new know! edge. Thus, students develop new skills Self-evaluation is also. the characteristic of this approach Andragogical approach is also identified with ‘adult learning Heutagogy: It is basically self-determined learning. The learners are highly autonomous. The emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. ‘Double loop learn- ing 1s considered part of heutagogy. Pedagogy is also called engagement, andagogy as culti- vation and heutagogy as realization. [Nature of Teaching ‘The nature of teaching includes the following: ‘There are different levels of teaching. ‘Teaching takes place in a dynamic environment. Jeaching is closely related to education, learning, instruction and training. . Teaching is essentially an intellectual activity. ‘Teaching is an art as well as a science. Joaching tends towards self-organization. Teaching is a social service. Teaching includes lengthy periods of study and training, wpe pugws 9. Teaching has a high degree of autonomy. 16, Teaching fs a continuous process. 11. Teaching is a profession These features have been discussed later in the coming. paragraphs of aching, Te nt oe Rebs sei Morris L. Biggie (1976) suggested most thoughtful thoughtful and least thoughtful with in the diagram. Autonomous Development Level ‘Autonomous development level is student centered. The teacher's function in the process of teaching is more nege- tive than positive in the sense that there is little or no lead, ership, direction, coercion, prescription, or imposition of Student thought or behaviour. ‘Intellectual development is something that just naturally happens’. The obvious implications of this is that there is no need for any kind of formal teaching. “The three major levels mentioned in the syllabus, have been shown in pyramid shaped Figure 1.3. They hae been explained in detail. Memory Level of Teaching (MLT) Herbart is the main proponent of the memory level teaching. Good memory includes rapidity in learning. bility of retention, rapidity in recalling and the ability © bring only desirable contents to the conscious level the teaching-learning process is basically a ‘Sc Response’ (S-R). - ; A | ee (Ee poreonetty | physical hea opeycrciogy/|| Perception || Leaning pe norieces BS | It er || ee — pace vustigance emoton || _ Stren ee wee — Maton || aahéa ane Faame V2. Five Pilar of PoychologyFoun 1.3 Teaching Pyra: ‘MLT is actually the initial stage of formal teaching. ‘reaching and learning at memory level are basically about committing factual material to our memory. 1, MLT isthe initial stage of teaching. © MET induces the habit of rote memorization of facts «nd bites of information. MLT enables the learner to retain and also to repro- duce the learnt material whenever required. © The evaluation system mainly includes oral, written and essay-type examination. ‘The three major aspects are: 1, Learning of the material 2. Retention of the material * Reproduction of the material as and when required Osvecrwves of Memory Level of TEACHING © The main objective is imparting knowledge and infor- aration tothe learner. » haitedge gained by the learner is basically factual, a 1s acquired through memorization or rote i Covers only the knowledge-based objectives of ‘loon’ taxonomy, aching is subject-centered. eyaiemorable things are taught to students. nature Jet material is well-organized and simple in The gg ht subject matter is simple. observanSU8e delivered is definite, structured and ntig Method teachis Tnethogs i iS subject-centered and so are the teaching Det and pi review, revision and asking questions. "ofc ice) means repetition or pract in memoreasFPeEition or practice toatain uw Review or revising the elements relates learners to new experiences and form new associations. The question technique is used to examine whether or not knowledge-level objectives of teaching have been achieved. Toachor’s Role The teacher is the stage-setter, resource manager as well as the evaluator in the classroom. Role of Learner ‘The role of the learner is a passive one, as the subject content, teaching techniques and teaching methods are decided by the teacher. ‘The role of a learner is important while 1. framing objectives, curriculum 2. selecting teaching “learning activities 3. methods of teaching and evaluation Teaching Equipment Different kinds of teaching aids, such as visual, audio and audio-visual aids models, charts, maps, pictures, TV, radio etc. develop curiosity within the learners towards the learning process. Nature of Motivation Motivation drives students to learn better, and it should be an intrinsic feeling, not a forced one. In memory level of teaching, the teacher forces the stu- dents to learn the syllabus content through the process of memorization. Hence, the nature of motivation at this level of teach- ing is purely extrinsic. Evaluation System for Learners The evaluation system mainly includes oral, written and essay-type examination. ‘The evaluation is done on predetermined objectives. Here, both oral and written tests are conducted to check the power of memorization of students. For the written test, short-type, recall-type, recogni- tion-type, multiple-choice and matching-type test items are used. Here the learners are required to attempt the maxi- mum number of questions. PsycHotocicat Bases or Memory Levet oF TEACHING According to Jean Piaget, memory level is meant for starters. The learners are at the pre-operational level of cognitive development in the school. They cannot oper- ate upon abstract concepts. As per their mental devel ‘opment, they can learn simple concepts without analyz~ ing their true meaning and nature, Normally, they are not expected to reflect upon the learnt facts, Herbartian theory of apperception suggests that the young pupil mind gets ready at this stage for perceiving themselves and the world around them. The brain gersFeady for a big mass of factual information. It includes Concepts. elements, structures, models and theories. They an acquire and retain information abouts large numer of things, objects, and material through memorieaion 'avlov and Skinner advocated the conditioning theory that underlines the concepe that correc! espomee made ty an individual is strengthened by reinforcement to retain the learned subject-matter longer and to facilitate ease in further learning. The concept of Pavlov’s classical conditioning consid. ers the mechanical process as applied in memory level of teaching; and thorough review or retrieval, correct learn ing by the student is rewarded and retained for future use Sucaesnon mn Memory-Lever TEACHING ‘The teaching material should be objective and useful ‘The teaching material should be finite and progress from simple to complex. Teaching aids should be adequate, and parts of the content should be integrated and well-sequenced, © The subject matter should be presented in a system- atic and organized manner. ‘There should be scope for continuous evaluation tomea- sure improvement in the memory power of students. ‘The retention of the material in memory of students can be increased by practice and exercise. ~ There should be scope for continuous reinforcement during the course of instruction, Understanding Level of Teaching (ULT) Morrison is the main proponent of the understanding level of teaching. It is ‘memory plus insight’ as it goes beyond just memorizing facts. It focuses on mastery of the subject. It makes pupil understand the generalizations, prin- ciples, facts and some application parts also. It provides more and more opportunities for the students to develop ‘intellectual behaviour’. ‘The teaching at this level stands higher as compared to that of memory level. " ‘There is higher development of cognitive abilities, ‘They become more capable of thinking, presenting the facts in a more logical manner, analyzing them properly and drawing inferences. They are able to evaluate the elationships between the principles and facts and also provide space for the assimilation of facts. Ossectives eran ‘According to the revised Bloom's Taxonomy, understand core teaching sims athe following objectives ims at the understanding of instructional mes 1 It aime means of interpretation, exemplification, s8Cifieation, comparison, inference of instructional messages. >. Application ol procedure. jectives include the use of a proper The subject matter is wider and more detailed. | includes the application of principles and generaliz tions of real-life situations Teaching Methods and Equipments: They include the: following | Lecture (cum demonstration) Discussion method Inductive-deductive (discussed in Unit 6) Exemplification and explanation Exemplification makes use of specific instances (exam. ples) in classroom to clarify a point, to add interest. of to persuade. Classroom climate 1s ‘more motivanonal Learners are actively engaged in the learning process Motivation at the understanding level of teaching is extrinsic as well as intrinsic in nature. Teaching equipment includes the following: 1. Models 2. Charts 3. Flash cards 4S. Pictures ‘The learners can comprehend the concepts more easily ‘with the help of teaching aids. The teacher must use the right aid and equipment as per the need and level of sxx dents. Evatuation ‘The evaluation system mainly includes both essay and objective-type questions. Understanding level needs 2 ‘more comprehensive evaluation. The tests and tools need proper planning. Planned tests could evaluate che st dent's ability to comprehend, grasp, analyze, synthesize and discriminate. ‘These abilities can be examined using oral and writ ten tests. There should be some scope for testing practical knowledge. ROLE oF THE TEACHER AND LEARNER ‘The teacher plays a significant role. He presents ‘material and generates interest in them. The se presentation of content, mode of instruction and used in evaluation remain with the teacher. ‘The role of the learner is more active and to work hard at this level. The participants at are secondary learners, The framework is teacher. | oa sarvepll Radhaks Hunt is the main proponent of RLT. This level is the high est and most practical level of teaching. Society expects that a person should be able to understand the wholecen enario and apply his knowledge. This is also termed mate meting |. jishighly thoughtful and useful. The pupils occupy Ie primary place, and teachers assume the second Sy place 4 camer can achieve this level only after attaining Atnory level and understanding level 4, Reflective level makes the learners solve real problem situations in ie 4. Artis level, the student is made to face a real prob- Jem situation. «_ Cassroom environment is to be sufficiently ‘open and independent 6. Here, the problem is ider solution is found, > The student's original thinking and capabilities develop at this level. 6. The teacher needs to be democratic. The knowledge should not be enforced on students, 9. The students becomes active, and they need to become innovative and imaginative. 10-Essay-ype testis used for evaluation. Attitude, belief and involvement are also evaluated. ied, defined, and then a ‘Menirs oF Rertective Levet TEAcHinG |. Theteaching at this level is leaner-centered, © There is more interaction between the teacher and the learner. ® This level of teaching is appropriate for the higher clas Demenirs oF ReFLective Levet TEACHING 1) [ismostly suitable for mentally mature children. * The study material is neither organised nor pre- planned or systematic letsunderstand the ‘ion a they are linke Metacognition is ‘concept of cognition and metacogni- 'd with reflective practices. aL subdivision of cognition, or a type of stan a Metacognition is defined asthe scientific study ons, ie ata! CoBnitions about his or her own cogni- Copnge sally application part. tention rea HeMtal process that includes memory, soning legproducing and understanding language, rea. Ieisofer ag: Ptoblem-solving and decision-making, \nghnowiedge “ted € as information processing, apply- thane mone sand changing preferences, It is something Atead ntacherofers many positive and negative examples oon to support his or her presentation, neyof teaching is reflected through this? (©) Memee™2Us development level eS “mory level 19 (©) Understanding level (d) Reflective level ‘The correct option is (dl) Offering positive and negative examples means making, the students familiar with actual life situations. Dynamic Envinonment ‘Teaching is dominated by communication, which is very dynamic in nature, Teaching changes according to time and place. Its environment consists of interaction among three variables: 1. Independent variables 2. Dependent variables 3. Intervening variables As students depend upon teachers for learning, stu- dents are assumed to be dependent variables. Teachers are in a position to manipulate the behaviours of stu- dents and hence, teachers are considered independent variables. Teaching methods, teaching instructional facilities and motivational techniques that also facilitate the teaching-learning process are termed as intervening variables, According to Ronald T. Hyman, the dynamic triad of teaching involves the teacher, the learner, and the subject, matter. According to the modern concept, education is more of a tripolar process that involves the pupil, the teacher and the social environment. There are other variables that make teaching dynamic. These have been explained ‘on next page. Teaching is Complex ‘Teaching makes use of all sorts of techniques, methods, and media and also entails skills such as questioning, probing, exemplifying, etc. Then teaching also makes use of media such as audio-visual media, human interac tion, print media, realia, electronic media, etc, Success in teaching, to a great extent, depends upon selection and use of appropriate techniques, methods and media that makes it complex. Teaching Visualizes Change in Behaviour ‘These changes are tentatively permanent — cognitive (knowledge), psycho-motor (skills), and affective (atti. tudes) values of the learners. The changes that occur in learners need not be performative but be potential ability ofthe learners, Teaching can be Direct or Indirect Under direct methods, teachers ture, demonstration, etc. and engages students in face- to-face interaction. In indirect teaching, active teaching methods, such as role-play, project, assignment, inquiry @ other such activities are used. They are basically learner-centred methods where the invol of ohne lvement of learn. Use methods, such as lec-10 In ‘case we want to look at the teacher, learner, Surricultum, physical conditions (climate), the followin; ‘Scenarios emerge, starting from bipolar to quadrilateral 1. Iisa bipolar process. <=> Foose 14 Bipolar Process 2. Iisa tripolar process. Teacher Foust 15 Tripolar Process 5. Itis a quadri-polar process. <=> Froure 16 Quadripolar Process Teaching can be Vertical or Horizontal vertical teaching, teachers may lead students deep into the topic. They teach learners higher-order thinking skills such as analysis, synthesis, evaluation and creation. ‘Conversely, in horizontal teaching, more areas spread ‘over several topics instead of going deeper into one topic are covered Teaching may be carer or meer , jonally, teachers plan for instruction before they go Traditionally ton for teaching.content analysis and task {0 the cif performed, the techniques and methods to be analysis teaching are decided, and then evaluation is per formed. f active leanin; hods ith the coming of a 1g methods, However ming is possible as one is not clear in advance ne! a er ij be the possible way of organizing teaching. wi Jearning activities Closely Related to Education. Learning Instruction and Training Teaching is basically a method to influence the learning cess. Nothing is assumed to be taught unless itis learne the students, Thus, learning and teaching go hand in hy Teaching is the main tool to educate a person Feaching and Training: The main purpose of impart training is to equip candidates with specific or job-relat or technical skills ‘Teaching is assumed to be a wider concept thag | training. While teaching deals mainly with theoretical ‘aspects, training is the practical application of theoretical knowledge. ‘Also, teaching seeks to impart new knowledge while training equips and enhances the already knowledgeable concepts with tools and techniques to develop a specific skillset. One of teaching’s goals is to enrich the mind, while training’s end is to mould habits or performance Teaching is usually within the context of the academic world, while training is generally associated with che ‘commercial realm. Another difference is found between thought and action. Indoctrination: Indoctrination can be termed as the high. est order of teaching. In indoctrination, beliefs and ideas are impressed upon others and can be included in teach- ing. Teaching can be done without indoctrination. but indoctrination is not possible without teaching. Intettectuat Activity Teaching is essentially an intellectual activity. It is not merely talking or expressing one’s ideas, whereas & Fequites conscious and continuous organization of lear: ing activities. It entails the creation of a conductive supportive learning environment. A teacher has to asuitable plan of action to achieve desired chan; behaviour of a group of learners. In teaching- process, learners constitute the raw material are prepared to teach in continuous involveme! society with varied expectations. TEACHING Is a SciENCE AS WELL AS AM ‘The teaching profession is based upon a st xc ody of knowledge, which has been derived from soci.| SY chological, historical, political and economical ss of life. I is also influenced by the religious, spirit... ethical beliefs of the society. Teaching techniques 1° tematic; it has; they have definite steps to be follows! 4 are easily communicable. On the basis of assumptio"® science, a teacher can be trained. There are definite SPS that are followed in training a teacher. Teaching is an art as well. It takes places in a dyna environment. The teacher has to deal with individual! ferences in a class in a tactful manner. This requites of individualized approach and discretion. Sett Oncanization The people in teach owats iching profession are sensitive 10¥2" Srowth and development because it is self-orgat!"ren ceadefinite mechanism to sustain and promote nev evo rieveus ening preson The gc anotession is organic jn nature Lethe Rrownh seat ana spontaneous enannet sociat SERVICE sree en accepted hat education 1 9 potent tool to Was ches many nation, 1 is set to develop she society ‘ante oF AUTONOMY of autonomy in the teaching pro- sriculum development, planning 1 Ee yeat. identifying instructional objec- \¢ upon the method of teaching, media, trand techniques to divide the admis- n rules and autonomy in planning co-curricular activities. tian De isahigh degree ther jon, right from cul fess activi tives. decid traluation criteri Sion and promot nd execution of 1g as A PROFESSION sion that makes other professions ‘any courses, such as B.Ed, M.Ed, jledge and skills that establish the ful pathway to a career in teach~ ine'Tenails a number of years of study and intermittent "ng periods. A teacher has to improve his or her quali- uation for advancements in the teaching career. [objectives of Teaching An objective describes an intended result of instruction rather than the process of instruetion itself. A good objec tive should be specific, outcome based (i.e., it should tmphasize on the output rather than the process of instruction) and measurable. The objectives of teaching and learning must integrate svtheend ofthe instruction. os There are two main ways of classifying instructional bjetves. One classification is given by Bloom, whereas ‘nother classification is given by Gagne and Briggs. Teacnin Teaching is the profes possible, There are Mm: {re which impart know! foundation for a success! looms Classification of Teaching and instructional Objectives fusording to this classification, instructional objectives ler one of the following three categories: ’ omnes Domain: It is related to the development of metal capabi y (i, thinking or knowledge) {it isthe coe learning domain. The other domains {alfecive and psycho-motor) also require the cog te domain, loom has given us the following com. Yonents (Blooms taxonomy) in context of cognitive ( ) Knowledge: 11 is basically about recalling infor- y ation or contents Comprehension: It is the ability to grasp the fo) Meaning ofa materia Application: I converts abstract knowledge imo ~ IAXIMS OF TEacuing A maxim is chat h ims, which have been discussed below 1. From simpte with simple th, with day to de 3 teacher can terms. This er new knowledge That 2. From Known to take first maxim. Rete knowledge can bein4, From Seen to Unseen: Students should be imparted knowledge about the present, and then they can inderstand the past and the future better 4, From Concrete to Abstract: The mental develop ment of students happen better with the concrete Objects they become familiar with and define micro. words for them at a later stage. 5. trom Particular to General: The students should be presented with examples fist and then general laws find their derivations can be explained to them. The Experiments and demonstrations serve this purpose. 4. Peo Whole to Part: Gestalt psychologists have proved that we first see the whole object and then its paris. For example, we first perceive the tree and then feirunk, branches, leaves, ete. Thus, the introduction or overview of the topics is important >. From Indefinite to Definite: The teacher should help transform indefinite knowledge into definite knowl- edge and aim to clarify the doubts of students. '. From Psychological to Logical: During initial stages, psychological order is more important, whereas for grown-up learners, logical order is emphasized more. ©. From Analysis to Synthesis: Initially, the students have little or vague knowledge about the topics. Analysis means dividing problems into its constituent parts, and then those are studied. Synthesis means understanding by connecting the knowledge acquired through analysing the parts. A teacher should use analytic-synthetic method. 20. Follow Nature: It means to regulate the education of pupil according to his nature. 1). Training of Senses: The sense, sight, sound, taste, smell and touch are gateways to knowledge. It 's beter if all or maximum of these senses can be applied in teaching. Montessori and Frébel are the ‘main proponents of this maxim. Encouragement to Self-study: Dalton's system is based on self-study. 12 PrincipLes oF TEACHING ‘he ate closely related to maxims. Teaching methods are sed on two types of principles, general principles and chological principles ! Principles Principle of Motivation: It creates curiosity among pridentsto learn new things Kinda’ Of Activity (Learning by Doing): Frobel's inci gen (KG) system is based on th example’ both physical and mental ai mode.” tudents are asked to make charts and meet igble of Interest: By generating genuine interes the team eamer’s community, the effectiveness of * Principle we leazning process can be increased. experi Of Linking with Life: Life is a continuous uring. ind learning linked with life can be more te Aim: This is important for op ‘mum utilization of teaching resources and making, learning more focused 6. Principle of Recognizing Individual Difference: Every student is unique in terms of intelligence, attitude, abilities and potentialities, and socio-eco: nnomie b kground. The teaching method should be devised in sich a manner that it makes all students avail equal opportunit 7. Principle of Selection: The horizon of knowledge is expanding every single day. The teacher should be able to pick contents that can be more relevant and Updated to the learners’ objectives. 8. Principle of Planning: Every teacher has certain time-bound objectives, and hence, teaching should be systematic, to make optimum use of resources within the time limit. 9. Principle of Division: To make learning easier, the subject matter should be divided into units and there should be links between the units. 10. Principle of Revision: To make learning enduring, the acquired knowledge should be revised immedi- ately and repeatedly. 11. Principle of Creation and Recreation: This principle is a must to make the classroom environment humor- ous and creative. 12. Principle of Democratic Dealing: It involves students in planning and executing different activities; it helps in developing self-confidence and self-respect among the learners, Psychological Principle: 1. Principle of Motivation and Interest: A teacher needs to understand that every student is a unique psychological entity, and a student can be motivated after identifying his or her motives and needs. 2. Principle of Recreation: Recreation is necessary to tackle fatigue after attending lengthy classes. This breaks monotony and prepares students for learning again. 3. Principle of Repetition and Exercise: This is espe- ally true in case of small children. 4, Prineiple of Encouraging Creativity and Self- expression: This is specifically applicable in subjects such as mathematics and languages. 5. Principle of Sympathy and Cooperation: ‘This principle is required for the motivation of students. 6. Principle of Reinforcement: Students should be suitably rewarded for their desired behaviour. 7. Principle of Imparting Training to Senses: The use of multimedia makes many senses get involved simultaneously, which is crucial for enduring learning. 8. Principle of Remedial Teaching: This principle is necessary for the teacher to identify mistakes and suggest better answers to the problems.ane Microte: Hhnique for ‘a teacher training technique Yearning teaching skills Teerploys real teaching stu ation for developing teaching skills and helps to get deeper knowledge regarding the art of teaching, This ‘Stanford technique involves the steps of ‘plan, teach, feedback, re-plan, re-teach, and re-feedback’. Most pre-service teacher education programs widely use microteaching, and it is a proven method to attain mprovement in the instructional experiences ‘gross t Effective student teaching should be the prime qual- fy of a teacher. As an innovative method of equipping ‘teachers to be effective, skills and practices of micro- teaching have been implemented. e Microteaching Cycle larity pay OTT EMretrr et enti) ee ee era) 1. Objectives 2. Knowledge 3. Individual Differences 4, Integration of Facts 5: Pinpoimtedness . Levels of Teaching 7. Techniques of Evaluation 8. Reflection 9. Balance 10. Sharpness 1. Intensity of stimulus ~ speech pattern/bright light Contrast ~ sudden change ‘Teacher's bodily gestures Teacher's movement in class - Self activity of participants Audio-visual aids ‘Teacher's personal +haviour/interaction Pausing Methods of Teaching Wa child can earn the way we ach wa teach he way they lenge” OC we eae | Once the instructional obj Y siedgaaitt step is to select an appri 8. a jectives are specified, the ne priate instructional method ee vedback is an important element in Classtoy, tet nig. Which of the following elements does ni, sol context of feedback Fo pe bound manne ® Feedback should not be educative in nature (2) Feedback should reference a skill oF specify ‘The correct option is (b). Effective Teaching Behaviour ‘The following aspects make teaching more effective. ). Teach for understanding rather than exposure Most often, the teachers teach for exposure ratiy than in-depth understanding of students. The teac ers should focus on less number of big ideas that ar. important to critical understanding. Explicit Instruction: Teachers should share those ideas with students and repeat them often. Stude should learn what are they going to learn and rar) nale behind them. They should be connect, between new material with earlier learned mater ). Scaffolded Instruction: The teachers initially p) vide the students with the required support. This s. port is gradually reduced as students demonsi: competence in working independently. The following four dimensions have been identified effective teaching behaviour: ena Cet eee a) Goal directed . Action directed Achievement/ completion - In-built motivation Need fulfillment . Relaxation Example: Karma Yoga ; oe r (self-directed goals aml drawing new experien » Make learning a developmental activ . Develop concentrati: . Complete specified assigned homework or task . Reinforce the proces development of con: tual understanding 2! application achieve them, The teacher |... 2. Meee hs disposal asec fom, Thea aha me t NTA-NET syllaby ea ext nen be we the i }) Teacher-centred method: — a Learner-centred methods ese can be assumed to between, we can have a be two extreme approa!: led mixed appr # third method approach,1, Group discussion > Team teaching 2. Seminar 2. Assignments §, Tor video presentation 3, Panel discussion 3, Project work : wie Teaching and Direct Teaching 4, Brainstorming 4, Case study 4, Dialo 5. Project method or work §. Programmed instruction 6. Tutorials 6. Computer-assisted learning 7. Case study 7, Interactive video 8. Role-play 8. Open learning : 9. Simulation 9. Personalized system of instruction (PS1) - 10, Demonstration. _ 10. Heuristic method _ Teacher-CenTRED TEACHING METHODS Lecture Method Lecture method is the most conventional and dominating teaching method, and is preferred by many teachers. In this method, a teacher attempts to explain facts, princi ples or relationships to help learners understand. Here, the teacher is an active participant, the students are assumed to be passive listeners. Usually, the students do not converse with the teacher during a lecture by the teacher. That way, it is a one-way communication. It is continuous in nature. The class listens, writes and notes facts and ideas for remembering and to think them over late. It can be made a two-way communication if the ‘cacher allows students to ask few questions to clarify a Point, but discussion is not usually held. Basic Features | Iisformal and narrative in nature. ‘i presents a series of events or facts. explores a problem. Advantages 1. It is economical, and a single teacher can teach a large number of students at a time, which is not pos- sible by using other methods. It saves much time, and the syllabus can be very easily covered within the prescribed time. 2. Itsimplifies the task of the teacher. 3. It is useful for imparting factual information and drawing attention to its important points. 4. During lecture, interruptions and distractions are usually avoided. Limitations 1. It provides very little opportunity for student activity, as the teacher takes special care to make the class interesting. 2. It usually does not provide opportunities to learners to solve problems. 3. It offers limited opportunities for checking learning progress, whether the students are attending and Understanding all that the teacher is explaining. Aphrase or expression in which the same thing is said twice in different words is called ‘tautology’ Ficune 1.8 Lecture Method16 4. The interests, abilities and intelligence of students are not taken care of. 5. It does not allow individual pace of learning. Suggestions to make lecture method more effective 1. The teacher should avoid the tendency to read from the lecture notes word for word 2, The teacher should maintain eye contact with the st dents to seck their continuous attention, 38. Good lesson. planning with, introductory remarks, main headings, sub headings, figures and important Gata and concluding remarks, The students should x the opportunity to make notes. 4. There should be use of simple language so that st Gents are able to understand. The main points should be Tepeated in alternative language. 5. Make effective use of audio-visual instructional facli- texto umprove she communication oF eas, 6. Make appropnate use of illustration and examples, There i need to ensure fair presentation of different views and theories. > Teachers should provide short breaks during the lec- ‘re period for asking thought-provoking, stimulating lane problem-solving questions. Leave time at the end for clanfications and questions. The lectures can be made interactive in the following 1. Write a Question-Ask all of your students to spend a minute or two reflecting on the lecture thus far and writing down one of two questions on paper. 2. Think-Pair-Share~After posing a sufficiently difficult quesuon. ask them to pair. Then ask for students to share their perspectives with the whole class. 2 Brainstorming-Asking students to share any thought, idea, story, etc. on new topic and record them on board 4 Classroom Response Systems (Clickers)-These f are instructional technologies that allow instructors te coliect and analyze student responses to multiple. oie ‘and sometimes free-tesponse) questions dur ing class 5 Backchannel-The term ‘backchannel’ refers to the student-to-student and student-to-instructor conversations that can occur during. lectures and Presentations © Justin-Time Teaching (JiTT)-I’s not uncommon to expect students (o have “done the reading” in smaller seminar courses, laying the foundation for in-class discussions Team-Based Learning (TBL)- This well-developed teaching method is similar to JiTT in that it involves. leveraging pre-class student assignments. Team Teaching Method Jeam teaching is an innovative approach in teaching kar roupy i whith two oF mote teachers ate involved planning, executing and evaluating the learning expen ences for @ group of students, in Figure 1.9 Instruction Planning Shared Advantages 1. Sharing the best faculty by more students 2. Optimum use of multiple teaching techniques 2x devices 3. Improvement of teaching quality Limitations 1. Finding teachers with special competencies is 2 cult task, 2, More teachers are required for this method, 3. Not useful for teaching all subjects. 4, Requires much time for planning and schedulinz TV or Video Presentation Television or video presentation is an improved pres tation of radio or audio presentation, and it can vi! bring the whole world inside the classroom. Screen'"s° video presentation is followed by a discussion or (ss Advantages 1, Many important personalities and experts are bros" to the classroom through video presentation, 2. Specifically useful for adult learners, 3, Illustrated lectures and demonstrations can be st! plemented by other teaching instructional factl® such as slides, models, specimens, et. 4. Easily accessible for learners in remote areas, 5. Specifically useful for subjects such as geogr?” astronomy, ete Limitations 1. Less possibility for two-way communication. 2. It can be difficult to adjust complicated sched the period of the telecast. jules Dialogic Teaching and Direct Teaching Dialogic teaching was developed by Robin Alexa! varly 2000s, It harnesses the ‘power of talk’ to sti det mules _ sotendstadent thinking ard advance thei eaaing onder gels the teacher more precy ad anes needs frame sei earning tasks and ‘their progress. Sse he se of staighiforward, exp “DIS Hes, wvaly fo teach a sect sl n cot th eater seaman onto sae id presents te information. tis mostly used clasrogTrquages where there is no need to make use of ne ans rane lng per gets focused on explanations, reviews and feedback. ‘Which ofthe following should be termed as the prin- ciples of dialogic teaching? (Collective (iReciprocal (ia) Supportive x) Cumulative (v)Purposeful Codes: (2) (9, (i), Gv) and (w) (b) (i), i), Gv) and (¥) «) (Oi), (v) and (vi) ) Allofthe above ‘The correct option is (4). Collective means being together, reciprocal means listening to each other, supportive means free expres sion of ideas, cumulative means chaining of ideas, purposeful means being objective. Mixeo Grou Teachine MeTHoos os of the methods of instructional delivery for the ‘caring of smaller groups numbering between 3 and 12 “nes lean towards trainee-centred approach, Some ‘ee methods are group discussion, seminar, project Tehri, roleplaying, ete. These are briefly dis '0up Discussion (GD) \s may be counted und ree under small group teaching meth- cndulf ane ofthe oldest methods used by Greek scholars (ola from Nalanda University vad sion method of teaching is a democratic tn develop better understanding, among 2 cervnige Pblementing a lecture, in connection with non "8" Ose peentaton and or sharing slthis me "pander 0! considering various facts about the "standing of th i "tanh se facts by studying their he relaa ing Out conclusions of the facts hg abs ate studied stimulates the stu- Reeling gaocess 10 analyse and integrate facts idea ping their abilities in presentation of cts clearly and fluently. and fa ww Forms of Discussion ‘The types of discussion can be classroom discussion, for nal group discussion, discussion in terms of @ SYMP sium, panel, seminar and conference. 1. Classroom Discussion: This isan informal method of discussion within the class. If the class i not too large, sometimes the teacher may select a particular topic ith the whole class participating as one group. In this Situation, the teacher acts as a leader, presenting the topic, guiding and directing the discussion. At times, a student may take the role of a leader. The leader usu. ally notes down the main points on the blackboard or may ask one of the students to do so. He or she also assists the group in summing up 2, Formal Group Discussion: Formal group discus. sion comprises a small group discussion followed by a large group discussion. It is desirable when the number of students is more or when it is desirable to discuss several aspects of a topic. To start with the discussion, the teacher may act as the chair- person. S/he introduces the topic for discussion nd explains the objectives of discussion. He or she helps the students get organized into small groups of to 5. Each group selects a leader and a recorder. Each sub-group (small group) discusses the topic. ‘The leader initiates, coordinates and controls the group discussion. The recorder notes down the dis- eussion points. The teacher acts as a facilitator and 2 resource person. S/he is available to assist groups as, required. At the end of the allotted time (not more than 30 minutes), all the groups reassemble as one large group. The leader or the recorder of each small group presents the report; and the teacher then Teads the general discussion, clarifies the points and finally sums up. Symposium and seminars are also forms of group discus: sions, but they have been discussed in the second unit as many questions have been asked from them in the NTA- NET Exam. Group discussion can be of the following types as 1. Planned: There is certainty about the conclusions and objectives. The discussion is guided by the trainer in an appropriate sequence. 2, Partly Planned: Here, the concluding and opening statements are known, but the discussions in-between is not directed or very loosely guided |. Unplanned: The topic presented for discussion is without any opening statement, and the discussion that follows is entirely spontaneous, without any guidance from the trainer. Advantages 1, Being a stimulating thinking process, it helps in the development of critical thinking. 2, Itis the pooling of knowledge, ideas and feelings of several persons’ analysis and’ integration of fact ideas and concepts. aning. Rationalization of facts promotes intelligent Ie s + Learning together by sharing responsibili &: Developing team spirit in teaching-learning process. © Discovering talented students. Good for developing oral and non-verbal communication 1 Te requires more time, efforts teachers and students Ir may involve unnecessary arguments. Discussion May go off track uma create emotional stressand unpleasant feelings. Possibility of domination of the session by a few students. It is nor suitable for all topics. and resources of both General Principles for Organizing Discussion qi oblectives should be clearly defined and under- sxood by all participants, 2 The members of the Rave abasic knowledge about the topictobedise ceed *- Arecorder may be elected by the group to record the ZEaie Points of discussion as itis going on. The points can be noted on the black board, ©. Each one in the group should feel free to partici- ate, and 2 shy person should be encouraged to contribute. &- All points of view should be fairly considered, © Piscussions should be properly ended with a report, decision, recommendation or summing up of the wat, ters discussed Seminar Seminar is a type of group discussion where one trainee or Scveral prepare a paper on a given topic, issue or problem, which is then presented to the whole group for discussion and analysis. A series of seminars can be presented by the trainees around a major topic so that they form a series of linked discussions. The main stages in a seminar are the reparation of paper, presentation of paper and discus sion on it. Seminars can be bigger ones as well iypes of Semi 1. Mini Seminar Class Room Level 2. Main Seminar Depi/Institutional Level 3. National Seminar —_National Level 4, International Seminar International Level (dvantages ives more independence, which leads ' wo ane development of presentation skills of the participants. _ EEE unity forthe trainees o prepare ang 2 Uprne tee paritlr topic thorough 1 Mt provides opportunity to the trainees towards practical group leadership and allows them to use Inalytical sills, research on conclusions, solve’ we 10H Is me consuming and may cause stress to 2. Rineede a group of trainees with a fil high level of attainment Panel Discussion AA panel consists of a small group of six to eight people. ey present a guided and informal discussion before an mallee or ‘ample, a panel discussion takes place on, the issue of climate change. The leader must, in addition, take special care to select the panel members who can think and speak effectively. He must also be sure that they Prepare themselves to discuss the subject. Ficune 1.10 Illustration of Panel Discussion Advantages ‘+ Panel discussions, if well-conducted, are Usually more feresting ‘© the audience than a sinel forum, Serres ® ‘They are usually held on socially relevant issues. Limitau 1. Bringing experts singl le for difficult gle forum can be The audience isnot actively involved, Brainstorming wa Brainstorming is a creative grou iP work in which the group members produce a large number of ideas quickly 08 a given topic or problem for subsequent evaluation. In this method, anyone can exchange remarks with not allowed tox aa. + melden you want io develay shuld ow from the jes you identify to achieve the objectives. « biSSive s what you want to achieve. « Stearegy is how you propose to achieve the objective J qdeas ean be all over the place. To develop ideas Miiciently, you need a strategy that addresses the {identified problem. portant than Sometimes the quantity of ideas is more it storming ‘quality. Spontaneity is the hallmark of br sessions. ‘several rounds of brainstorming are conducted till all the ideas are exhausted. Participants are then asked to evaluate all ideas and list the best one. {dvantages 1. Itencourages creativity that helps trainers to produce, thinkand explore ideas. 2, Scope for larger participation. 2.1 is economical as it does not require much reparation. Limitations }. His not a very systematic way of studying a subject. 2 There is a possibility of some trainees being reluctant ‘oparticipate. Project Method miata be described as both a small group and an dlinadvalized instruction, In this method, students are thou 9 explore and experience their environment ther yt senses and direct their own learning By tatoo dual interests. Very itl is taught from the father aad he emphasis is on experiential learning Pethod eect learning and memorization. A project ‘ion toagfessT2em focuses on democracy and collabora- Wve purposeful problems. Advantages © Studer thinking. 76 Hkely to develop the habit of critical ey devel ra ‘lop the habit of working in teams. ettaiony 2, Continuous ditional eoonttoring may be required. sources may be required. 19 Role Playing Role playing has been used effectively by many teachers to help solve classroom interpersonal problems and to teach hhuman-relations skills in the classroom. Role playing, has also been used to facilitate subject matter learning through the dramatization of literary and historical works and histor- icalor current events. Ina these uses, role playing provides the student witha dramatic confrontation and clarification. Advantages 1, Ithas the semblance of real-life situations. 2: Interactive and interesting, it entails the participation of every member of the group. 3, It gives immediate feedback. 4. It develops social, decision-making, problem-solving, negotiating and manipulating skills. 5. Itiseffective tochange the attitude of the participants. Limitations 1. Ithas unpredictable outcomes. 2. Real-life situations are usually more complex 3. Itrequires a considerable amount of resources. Simulation Simulation means creating conditions chat are quite similar to actual conditions and then training is provided under those conditions. For example, the training of pilots and astronauts takes place in conditions that are quite similar to actual flight conditions. Simulation is specifi- cally used for training purpose. Advantages 1. ‘They are economical in the long run. 2. Safety aspects are taken care of. Limitation 1. Itentails high initial investment in machinery, equip- ment, etc. Tutorials ‘The tutorial method is employed for teaching small groups for developing skills for solving numerical prob- iems, providing individual guidance and sorting personal, probiems. It is appropriate for taking care of individual differences and guiding the students as per their needs, mastery, learning, comprehending concepts, principles and their applications and for remedial exercises. Advantages 1, Focused attention 2. Generates more ideas 3, Better control over pace of teaching and learning process. Limitations 1. It is difficult to find a suitable pace if the trainees vary greatly in ability. 2. Itcan be time consuming.Demonstration Method This method is based on the py and learning from concrete to stration means to show. It is, the achievement of cognitiv objectives rinciple of learning by doing o abstract. The term demon adopted in the classroom for ve. affective and psychomotor Fours 1.11 Illustration of Demonstration Method Demonstration can be defined as a combination of ver. bal explanation coupled with a live display of using appa. ratus for presenting important facts, ideas or processee I may entail audio-visual explanation. Advantages 1. I is effective in explaining materials, objects and ideas 2. Its effective for explaining abstract concepts. ©. Its useful for achieving objectives in cognitive, psy- chomotor and affective domains as there is mental and physical participation of students. Limitation 1. Only few get opportunities to participate in the exper imental process, Leannen-Centreo Teachinc MeTHoos ‘The learner-centred teaching methods try to accommo: date the differences displayed berween the learners. The main teaching methods include assignments, case-study approach, computer-based learning, o SOnalized system of instruction and prog tions, which are discussed below. jignments veignments are given to students ( # number of pur ine ae for acquiring. additional inlormaton, poses, surveying, application of knowledge and solving . This ensures active participation of the learner and it ~ can be used for any subject. 1 learner motivation may get diminished after sometime. _ Personalized System of Instruction Personalized System of Instruction (PSI) can be used for _ allsubject matters except where the students are to select the content. Learners must achieve mastery ona series of written mastery units, assisted by teachers, proctors and coriching lectures before proceeding to the final test. PSI consists of five basic elements as: 1 Mastery learning 2. Self-pacing 5. Suess on written material 4. Proctors 5. Lectures Xs bestsuited for content that is usually conveyed ‘through written material. Adva ages } ['isbased on mastery learning. * Irfaciitates self-paced learning. Limitations tis mot sui "able for rapidly changing course contents. ea Mt suitable for peycherneece and affective domains, Computers omputer ‘sisted Learning ‘ebted Leaming (CAL) is concerned with learnmnUter to mediate the flow of informa inforre, Process. A computer has the ability respongtion very quickly, accurately and to cs, whi 2 the learner's needs, difficulties, “deo tape. "Mich is much greater than that of a book has mor © her math plty and better contro in comparison le : j Simulation anda for drilling and practising, in Open Loaming {t's flexible method of delivering the instruction, where the learner has open access to learning resources of peo ple, material, equipment and accommodation, although regular class attendances are not necessary, There are Wo or minimal restrictions on admissions. The face-to-face interaction betwee! ftudents through tutorials should form a part of open earning. For open learning, the learning packages are to be developed making use of multimedia. Open learning instruction is, however, not suitable for the rapidly chang. ing nature of content as this involves time, expertise andl resources, teachers and ‘We assume that reflective teachers are knowledgea- ble about pedagogy, but still there is scope for improve It. Reflective teaching is a means of ‘looking woe do in the classroom, thinking about why you do it, id thinking about if it works, a process of self-obser. vation and self-evaluation’. The purpose of di improve of the problems and ways of solving i. The steps neato in reflective teaching cover ‘suggestions, reasoning and testing’. Reflective teaching isalso seen as the attitude of questioning the practice of the teaching profession. The peer observation, written account of experiences, self-reports, auto-biographies, Journal writing, collaborative diary keeping and record. ing lessons, student's feedback, teacher's stories are all common examples, Itmay be specifically helpful for pre-service teachers in their professional development, wherein a teacher ‘acts as an adult learner and the facilitator in an educa. system. It also includes training, practice and feed. Learning: This term originated in USA. There ‘lear singe deiniion avahabie ne it. Blended ‘combines online learning with face-to-face1. It offers flexibility to the learner Limitations 1. Iris not suitable for achiev! tive learning objectives. soe 2. It requires time. expertise, resources and is hence # suitable for subjects of rapidly changing nature: psychomotor and affec Interactive Video The interactive video approach to seaching canbe employed to achieve cognitive. psychomotor and affec tive objectives. It allows the learner to randomly access any piece of information and provide immediate feed- back regarding the consequences of their action. The essence of the interactive video experience is video simulation with a greater number of video presentations of real images. Advantage 1. Interactive video approach enhances the decision- making power of an individual. Limitation 1. This method is time consuming and requires resources and expertise. Heuristic Method This method was advocated by Prof. Armstrong. In this method, the student has to find out the answer to his/her own problem by unaided efforts. Thus, the child becomes a discoverer of knowledge by develop- ing a spirit of inquiry. The main aim of teaching by this method is not to provide much facts about science, mathematics, grammar, etc., but to teach how knowl- edge of these can be obtained. Advantage 1. Self-learning approach Limitation 1. Not much focus on factual knowledge Differentiated Instruction (DI) Differentiated instruction is a dynamic, proactive method of teaching. It means that the teacher plans and uses a Variety of ways to teach learning. It is a combination of ‘chole group. small group and individual instruction methods. In this method, the qualitative aspects are given more weightage than quantitative aspects. It uses multiple Mpproaches to accommodate multiple intelligences. It is apPrent centred, meaning that the lessons are engaging, sagen, interesting and active. It is an organized and planned method of teaching, From ¢ gies cana heads made while delivering tag S pesson demonstration. 3. Taagag programmed instruction. b and 4. Pros'Suyle: Permissive teaching ; nt-centered teaching. are. They involve the following strategies. 1. Question-Answer. 2. Heuristics, 3. 4, Review, 5S. Group discussion, 6. 7. Assignment, 8. Discovery. 9. Computer instruction, 10. Brain storming, ‘11. Independent study, 12. Leaders group or T-group, and 13 Sensitivity Training Gsiepover Below given are two columns. Column-A ods of teaching and Column-B lists the method. Match Column-A with Column-B. (A) Lecture method @ Participative pre (B) Demonstration ii) Experience-based method learning (C) Project method (iii) Large amount knowledge (©) Collaborative method (iv) Learning tos Select your answer from the options given belo” (9) (A)-G; (B)~Ciii); (Gi; (D)-Gv) () AG; (B)-Giv); ()-@; (D)-GAD (9) A)-Gii); B)-G; (CC; (D)-W) ea 5 (C)-(iv); (DO “The correct option is (d).Preaching Avoca | |Gagne’s Teaching ~ Learning Process: ert Gagne (1916-2002) was an educational psy 40s. His book "The Conditions of Learning” fet puts {aha in 1965, identified the mental conditions thay ae secessaty for effective learning. Gagne created a nine 3S process that detailed each clement required for ectve learning. J: Enhance retention and transfer ) 2. Assess if lesson obje, 4. Blicit performance “practi 5. Provide learner guidance ©. Present content material 112 Robert Gagne’s 9 Events of Instruction [Treasure Within: Learning to know, learning to cis a8 fo lve together and learning to be. Jacques coon fom France is the main proponent of thc to rset that ifelong learning is essential for gains cnn fg tee and the ability to take control of one's ! [3 Foun Ce "413 Four Pillars of Learning 13 Differences Between Offline Classroom ‘and Onlin ener ods {tis teacher focused, Pree ‘component of teaching one learning process Learning is more passive there are fewer roles for learners in the Learning is more active, and the role of the learners is more in the instructional process instructional process Teacher concentrates on Teacher helps in delivering ‘knowledge and construction of knowledge subject content Instructional strategy Less focus on verbal is verbal oriented and instruction. Instructional is based on traditional strategies make use methods of teaching of different styles and methods of teaching Multimedia may be used, ‘Multimedia are used ina but delivery of instruction variety of ways is mainly verbal Student interaction with Students’ interaction with technology is less technology is more Focus on face-to-face Opportunity of face-to- interaction between face interaction between teacher and learners teacher and learners isless Less chance for motivation It gives learners chances and self leaning for selflearning and motivation, More use of traditional Makes use of innovative styles of teaching techniques of instruction Use of technological Use of technological instruments is less instruments is more Opportunity of interaction Opportunity of interaction between studentsand between teacher and teacher is limited student is more Duration and period of study is fixed Rigid in character Duration and period of study is not fixed Flexible in nature SEsive Oren Omir Courses (MOOCS) fe lan cone decade, Mattive Open Online Courses HEROOCS) have become timporiam, The tones mn from diverse geographical arens academic Bild professronel pureuhe India has become the econd largest user of MOOC: after USA. MOOC: courses are being run by private houses. and also by Government with help from NPTEL THT. in India SWAYAM is also a part of it They belp in making education reach some target group, achieve desired literacy level, and sharpen the skills of youth MOOG: are further divided into two categories MOOCS and MOOCS 1. MOOCS are MOOCS that allow for dynamic develop: ment of study material. That is, instead of having a pre-planned set of reading materials and courseware, the material is developed through online discussions and collaborations among learners taking the course across the globe xMOOC: believe in the conventional approach where the courses are well-structured with pre-selected reading and reference materials. MOOCs were first started in 2008 by George Siemens and Stephen Downs. It was called as “Connectivism and Connective Knowledge 2008” or simplified as CCKOS. It was created as a credit course for the University of Manitoba. There were effective changes in 2012 when Professors Sebastian Thrun and Peter Norvig of ‘Stanford University started the online course called “introduction to Artificial Intelligence”. After its success, both Professors started Udacity, a business model for online knowledge sharing. Coursera and [dX were very popular initially. Most MOOC courses have @ schedule with start and end date. There Gaioakoo! dome self paced courses that are withou festtictions of joining and enrolment. They are tix pereent of all the MOOCS offered In MOOCs, instructions are delivered in the of multimedia content. Sometimes, the mode approach, alse known as blended lear adapted. It brings together online and face-ta lasstoom component The platform itself ts provided in multiple lan Indian government has the policy t0 promote ther of open technolo Now more users are accessing the courses via devices including tablets, smart phone, than before. These applications can support mul platforms such as, android and 105, allowing learners to use the mobile devices to get enrah, access to course content, and participate in course activities. ‘The following features are mostly adopted for MooE courses. Course Format-self-paced or scheduled course Learning Model-online or blended. Number of Courses. Number of users already registered in any courses platform. . Institutional Credits: Whether other insnrune provides credit for courses completed on the MO” platforms. 6. Platform What are the languages which the platform is provided? 7. Mobile App: Do the platform have an App? 8. App Platform: For which platform, android iOS the app is provided aeNe s MASSIVE OPEN ONLINE ‘What is massive? —_1. Open 1. Reaktime may be 100 er Interaction? 1,000 010,000 2.Opencontent —_—_2. Open content or 100,000 oF any ‘3. Free of charge ‘number. oF not12 Massive Oren Onuine Courses (MOOCS) Since last one decade, Massive Open Online Courses (MOOCS) have become important. The learners come from diverse geographical areas, academic backgrounds, and professional pursuits ‘India has become the second largest user of MOOCs after USA. MOOCs courses are being run by private houses, and also by Government with help from NPTEL, ITs in India. SWAYAM is also a part of it. They help in making education reach some target group, achieve desired literacy level, and sharpen the skills of youth. MOOCS are further divided into two categories ~ ‘MOOCs and xMOOCs. 1. eMOOCS are MOOCS that allow for dynamic develop ment of study material. That is, instead of having a pre planned set of reading materials and courseware, fhe material is developed through online discussions land collaborations among learners taking the course across the globe. > xMOOCS believe in the conventional approach where the courses are well-structured with pre-selected reading and reference materials. MOOCS were first started in 2008 by George Siemens ‘and Stephen Downs. It was called as “Connect Gnd Connective Knowledge 2008” or simplified ae CCKOS. It was created as a credit course for the University of Manitoba. There. were effective changes in 2012, when Professors Sebastian Thrun and Peter Norvig, of Stanford University started the online course called “Introduction to Artificial Intelligence” success, both Professors started Udacity, a business aeesel for online knowledge sharing, Coursera and Edx were very popular initially. Most MOOC courses havea schedule with start and end date, There MASSIVE OPEN ONLINE What is massive? 1. Open 1. Real Itmay be 100 or Registration interaction? 41,000 or 10,000 2. Open content 2 Opendel ‘0r 100,000 or any. Free of charge ‘number. ‘ornot are some self paced courses that restrictions of joining and enrol sx percent of all the MOOCs off In MOOGs, instructions are de of multimedia content, Sometimes mode approach, also known as ‘blencled learn adopted. It brings together ontine and face 6" classroom components The platform itself is provid Indian government has the of open technologies Now more users are accessing the courses Wa 1 setices Including tablets, smart phone. (han (cface: ‘These applications can support mult Platforms such as, android and 10S. allowing Pigeners to use the mobile devices to get sane to course content, and participate 1 course activities, ered in the the led in multiple langua policy to promote the ‘The following features are mostly adopted for \ courses. Course Format-self- pace’ Learning Model-online or blended Number of Courses Number of users already registered in platform, Institutional Credits: Whether other inst provides credit for courses completed on the MOO platforms. 6. Platform Language: What are the languages which the platform is provided? 7. Mobile App: Do the platform have an App? App Platform: For which platform, au iOS the app is provided xd or scheduled course 1 2. 3 4 any cou s.