Teaching Aptitude Material

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ु ा दत है , इसक मल
ू भाषा अं ेजी है . अतः ु टयाँ अपे त ह.

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Teaching
Teaching is something by which any society can transmit the values and ideas which they consider are essential to the young
generation.

historical perspective
earlier, most of the occupational roles were learnt from one's own father within the home or through the process of apprenticeship
(informal) but later after the emergence of industrial development, technological advancements and of new forms of economic
organizations. there was another equally pressing reason for the rise of the formal system and knowledge came to be regarded as
necessary for the common man to be able to lean an economically useful life

teacher
catalyst of learning, pedagogical content specialist, facilitator of student learning, lifelong learner and re ective professional,
collaborator and practitioner

teacher's tasks
electing suitable learning activities, preparing students for new learning, presenting learning activities, asking questions, assessing
students' understanding, monitoring students' leaning, giving students feedback, reviewing, and re-teaching.

teacher's belief system

The belief system is built gradually over time and consists of both subjective and objective dimensions.
their own experiences as learners, experience of what works best, established practise, personally factors, education based or
research based principles, principles derived from an approach and method

culture of teaching
teacher's belief system serve as the background to most of teachers' decision making actions, constitute the 'culture of teaching.
Teaching cultures are embodied in the belief about appropriate ways of acting on the job and knowledge that enables teachers to do
their work. this view of teaching involves a cognitive, an a ective, and behavioural dimension. it is based on the assumption that
what teachers do is a re ection of what they know and believe, and that teacher knowledge and thinking provide that underlaying
framework which guides the teacher's classroom actions.

nature of teaching
nature of teaching is a judicious mix of a teacher's beliefs, a learner's socio-cultural context, and most importantly, society's
expectations from the members. Therefore, the nature and characteristics of teaching are as follows
its dynamic, its both art and science, it has diverse applications

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role of the teacher

the roles of a teacher is primarily is occupational one, predetermined by the nature of schools and of the type of teaching that the
institution requires. The teacher spends time studying the subject matter prior to teaching it. This is because subject matter
knowledge has to be reconstructed into a form that is easily accessible to the learner
national curriculum framework 2005 has stressed that a teacher-dominated classroom needs to be replaced with a learner-centered
one. the learner needs to be the heart of the curriculum. there changes also a ect the role of the teacher, from a transmitter to a
facilitator of knowledge.

types of learning
reception learning - content to be learnt as presented to the learner.
discovery learning - content to be learnt as discovered by the learner. He re arranges the information with structure of knowledge in
mind that is cognitive structures.
Meaningful learning - learning task is related in a non-arbitrary verbatim fashion to what the learner already knows.
rote learning - opposite of meaningful learning - learning task is internalized in an arbitrary and verbatim fashion.

types of teaching methods

traditional (behaviorism) - knowledge is transferred, pedagogy s teacher centered, all students do the same task with no scope for
diversity based on ability and aptitude. The teacher is the sole distributor of the knowledge and learning, learners are passive
recipients in the process of learning, listening but not initiators in seeking clari cations, emphasis on achieving rather than
understanding.
constructivism (piaget) - learning is a process of subjective construction of knowledge based on the personal experience of the
learner . the teacher takes roles as a facilitator and guide, answering questions, facilitating students in making theories and building
learning constructs.

learner's characteristics
learner is unique, learner is curious, motivated and alert to explore his immediate environment, all learners can learn if the learning
is embedded and socio-cultural context, which organizing learning experiences enormous diversity amongst learners needs to be
taken into account, the curriculum needs to meet the needs of all students, learner needs democratic learning environment, learner
is curious and desirous to achieve predetermined goals and to go beyond the structured syllabus.

modal of teaching
a plan prepared by teacher to organize instructional material to implement teaching methods that achieve the curriculum goals.

methods to teaching
di erent reaching methods are various constructs of learning theories suggested by the following
john dewey - pragmatism idea of learning
jean piaget's constructivist paradigm of learning
bruner's innovation of discovery learning
vygostky's socio-cultural approach to learning
they are divided in three broad categories- telling(lecture,discuss, instruction) showing(demo) and doing(heuristic, discovery,project)

lecture method - the most ancient method, little of no participation of learner. It has only one way of communication and thee are
knowledge provider and receiver

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discussion method - interactive method of teaching between two or more groups of learners on a topic of mutual interest but with
no nal stage predetermined. It widens the perspective and strengthens self belief.

programmed instruction (skinner) - the teacher plans a structured teaching schedule for each learner in accordance to the ability of
the learner, contestant reinforcement is provided to strengthened the learning outcome.

demonstration method - learners are provided with a modal perfomance of skill demonstrated by the teacher in live form or
electronically operated.

heuristic method (armstrong) - learner centered method where learners are encouraged to discover knowledge for themselves,
involves placing students as far as possible in the position of discovery, the teacher poses the problem to the class and all students
work individually and explore possibilities based on their own observation and own judgement, the teacher observes and facilitates
students to reach to the goals

discovery method - student centered method allows learning by doing. Bruner . Teacher plans a set of activites that are highly
exible and the sequence of activities can be changed at any time. The teacher involve students in performing activites, doing
experiments, framing hypothesis, nothing observations and making inferences,
project method - learner is actively involved in investigating the area of his interest, projects are planned for large durations, teacher
acts as a supervisor who helps students time to time to carry out the project in a scienti c way, the teacher monitors the progress of
the project and provides appropriate inputs and accesses the work

current trends of pedagogy paradigms

learner - all learners are di erent, all can learn, they construct their own knowledge, learner's personal background, prior
experience, interest and motivation contribute signi canttly towards their ability to learn

learning - is an active discourse on the part of learner, it is experimental, it can be strengthened by providing su cient challenges, it
can be enriching experience when all learners are a part of learning community working together to achieve a common goal
teacher - teacher is not a giver of knowledge, is a facilitator who helps learner to construct knowledge, teachers' personal attitude
beliefs and experiences a ect the choice and style of learning, teacher has to be a learner himself to grow as a teacher
teaching - it is an active engagement between teacher and learner, teaching is successful in a stress free, emotionally secure learning
environment

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components of e ective teaching

knowledge and love of the content and for learners, planning preparing and organization, enthusiasm for teaching, ability to
stimulate learner thought and interests

teaching aids
any kind of resource used by a teacher to facilitate, strengthen learning. It can various modes and varies styles of presentations
visual aids - used to provide visual representation, in the form of text pictures, graphs illustrations tables photo clip etc
interactive aids - based on computer technology such as video conferencing, presentation, quiz software, web resources

process of teaching
writing a lesson plan - lesson plan is a detailed layout to teach academic content in a given period of time. A lesson plan helps
teachers to organize the entries teacher teaching learning proces
lesson opening - review what has already been learnt, intro new session by connecting prev knowledge, motivate
lesson layout - provide description, specify activities, asses learners understanding
extended practise -
closure of lesson - review the key points, make learners draw the conclusions, create transitions smooth one to another lesson

evaluation system
it requires systematic analysis of multiple types of evidences collected by the teachers to make judgements about students learning
progress, to make diagnosis about students learning di culties and at the same time assessing the e ectiveness of the curriculum
program educational policies and teachers own teaching approach. it has following steps
teaching learning cycle process - preparation -> transaction -> assessment -> evaluation -> re ection

assessment -> evaluation

assessment - preliminary phase and systematic process to gather meaningful information and evidences about the learners learning
process by tests and assignment
evaluation - action phase and allows teachers to make judgements based on assessments records with reference to pre-set learning

types of evaluation
criterion referenced evaluation - interpretable in terms of de ned domain of learning tasks
norm referenced evaluation - interpretable in terms of an individuals relative standing in some known group

formation evaluation - everyday classroom opportunities that teacher develops during classroom discourses, its an ongoing
classroom process
summative evaluation - occurs at the end of the unit study, its main purpose is to evaluate amount of learning over a period of time

diagnostic evaluation - aims to diagnose the nature and degree of learning di culties faced by the learner, it involves gathering
information about learner ' errors nature of and possible reason of errors
prognostic evaluation - aims to predict the possible degree of success in speci c subject area. it helps to gather evidences related to
conceptual understanding and other prerequisite stills that are signi cant for success in that particular subject area

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