TEACHING APTITUDE NOTES
TEACHING APTITUDE
Introduction
The progress and prosperity of a nation depends upon the development of its human
resources. For this purpose we need highly competent teachers.
Teaching aptitude is basically evaluating candidates who want to enter teaching
profession on the basis of their knowledge and skills. It refers to basic qualities required to
become a successful teacher. This includes qualification, intelligence, attitude and many other
qualities expected from a person who wants to become a successful teacher.
Apart from teaching concepts, teaching objectives, teaching methods and teaching
aids which are specifically mentioned in the syllabus, many questions have been asked on
classroom situations in NET Exam. The ensuing discussion can help candidates to
comprehend these types of questions correctly.
Concept of Teaching
Teaching can be formal as well as informal. Informal Teaching is carried out within
the family or in community, during initial years of life.
Teaching can be defined in the following ways:
1. Teaching is the purposeful direction and management of the learning process.
2. Teaching is skillful application of knowledge, experience, and scientific principles with
an objective to set-up an environment to facilitate learning.
(a) How clearly the students understand
(b) How accurately their learning can be measured
3. Teaching is a process in which the learner, teacher, and school, principle aids are
organized in a systematic way to attain some predetermined goals.
4. Teaching is an activity that causes the child to learn and acquire the desired knowledge
and skills and also the desired ways of living in the society.
Nature or Characteristic Features of Teaching
1. It has different levels of teaching
2. It takes place in a dynamic environment
3. It is essentially an intellectual activity
4. It tends towards self-organisation
5. It is a social service
6. Autonomy freedom
7. It is a continuous process
8. Teaching is a profession
Different levels of Teaching
Memory level of teaching (MLT)
Understanding level of teaching (ULT)
Reflective level of teaching (RLT)
Memory level of teaching (MLT)
1. Herbart is the main proponent of Memory Level of Teaching.
2. Memory is the initial stage of teaching
3. The teaching-learning process is basically 'Stimulus-Response' (S-R) in MLT.
4. The evaluation system mainly includes oral, written, and essay-type examination.
Understanding level of teaching (ULT)
1. Morrison is the main proponent of Understanding Level of Teaching.
2. It is 'memory plus insight' as it goes beyond just memorizing of facts.
3. It provides more and more opportunities for the students to develop the 'intellectual
behaviour'.
4. The evaluation system mainly includes both essay and objective-type questions.
Reflective level of teaching (RLT)
1. Hunt is the main proponent of Reflective Level of Teaching.
2. It includes ULT and MLT.
3. It is problem-centred teaching.
4. The students are assumed to adopt some sort of research approach to solve the problem.
5. Classroom environment is to be sufficiently 'open and independent'.
6. The pupil occupies the primary place and teacher assumes the secondary place.
7. Mostly essay-type test is used for evaluation Attitude, belief, and involvement are also
evaluated.
Effective Teaching Practices
The Maxims of Teaching
1. From simple to complex – Simple things should be taught first followed by complex
things. This method of teaching creates interest among learners to acquire new knowledge
and helps in gradually building up the concepts.
2. From known to unknown – Retention is always better if new knowledge can be
linked with the known one.
3. From seen to unseen – The students should impart knowledge about the present and
then they can understand the past and the future better.
4. From concrete to abstract – The mental development of students happens with the
concrete objects and afterwards they gain micro-words for them eg. Astelonomy.
5. From whole to part – Gestalt psychologists have proved that we first see the
whole object and then its parts. For example, we first perceive the tree and then its
trunk, branches, leaves, etc. Thus, introduction or overview of the topics is
important.
6. From psychological to logical – During initial stages, psychological order is more
important, whereas for grown up learners, logical order is emphasized more.
7. From analysis to synthesis – Initially, the knowledge of students is vague.
Analysis means dividing problems into its constituent parts and then these are
studied.
8. Training of senses – Senses like sight, hearing, taste, smell, and touch are
gateways to knowledge.
Classification of Teaching and Instructional Objectives
There are two ways of classifying instructional objectives. One classification is given
by Bloom et al, whereas another classification is given by Gagne and Briggs.
Bloom's Classification of Teaching and Instructional Objectives
According to Bloom's classification, instructional objectives fall under one of the
following three categories:
1. Cognitive domain : It is related to development of intellectual capability and it is the
core learning domain. The other domains least some cognitive components. It functions at
six levels, which are as follows:
(a) Knowledge : It is basically about recalling information or contents.
(b) Comprehension : It is the ability to grasp the meaning of a material.
(c) Application : It is applying the gained knowledge in practical situations, that is,
converting abstract knowledge into practice.
(d) Analysis : It involves breaking down a communication into its constituent parts in
such a manner that relationship of ideas is understood better.
(e) Synthesis : It is basically about combining the constituent parts to make it a whole. It
is antonym of analysis.
(f) Evaluation : It involves judgement made about the value of methods and materials
for particular purposes.
2. Affective domain : It deals with attitude, motivation, willingness to participate, valuing
what is being learned, and ultimately incorporating the values of discipline into a way of
life. It asks for better student participation. It includes the following levels of affective
domain.
(a) Receiving: Willing to listen
(b) Responding : Willing to participate
(c) Valuing : Willing to be involved
(d) Organizing : Willing to be an advocate of an idea
(e) Characterization : Willing to change one's behaviour, lifestyle, or way of life.
3. Psychomotor domain : It is mainly concerned with the acquisition of technical skills.
Following are the five different levels of instructional objectives in psychomotor domain:
(a) Imitation : Demonstration of a skill by another individual is essential for imitation.
An individual performs the act under the guidance of a skilled person.
(b) Manipulation : A learner tries to experiment with various aspects like manipulating
machinery, equipment, etc.
(c) Precision : Accuracy in performing various acts increases with practice.
(d) Articulation : Achieving a desired level of efficiency and effectiveness through
practice.
(e) Naturalization : Skill is internalized and an individual is able to adapt, modify, or
design new techniques, methods, or procedures according to the requirements of a
situation.
Gagne and Briggs classification of Teaching and Instructional Objectives
According to Gagne and Briggs classification, the learning outcomes fall under one of
the 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.
Methods of Teaching
The teacher has a number of methods at his disposal to select from. These methods
are as follows:
1. Large group teaching methods
2. Small group teaching methods
3. Individualized teaching methods
Large Group Teaching Methods
Lecture methods
The use of lecture method mainly depends on -
(i) the topic to be discussed
(ii) teaching philosophy of the teacher
(iii) the overall learning situation (such as size of the group)
Lectures can be either one-way or two-way depending upon the presence or absence
of the facility to seek further information, clarification, and explanation.
Team Teaching methods
Team teaching is an innovative approach in teaching large groups in which two or
more teachers are involved in planning, executing, and evaluating the learning experiences of
a group of students.
TV or Video Presentation
Television or video presentation is an improved presentation of radio or audio
presentation, and it can virtually bring the whole world inside the classroom.
Small Group Teaching Methods
Most of the methods of instructional delivery for the learning of smaller groups
numbering between 3 and 12 trainees lean towards trainee-centred approach.
Introduction
The progress and prosperity of a nation depends upon the development of its human
resources. For this purpose we need highly competent teachers.
Teaching aptitude is basically evaluating candidates who want to enter teaching
profession on the basis of their knowledge and skills. It refers to basic qualities required to
become a successful teacher. This includes qualification, intelligence, attitude and many other
qualities expected from a person who wants to become a successful teacher.
Apart from teaching concepts, teaching objectives, teaching methods and teaching
aids which are specifically mentioned in the syllabus, many questions have been asked on
classroom situations in NET Exam. The ensuing discussion can help candidates to
comprehend these types of questions correctly.
Concept of Teaching
Teaching can be formal as well as informal. Informal Teaching is carried out within
the family or in community, during initial years of life.
Teaching can be defined in the following ways:
1. Teaching is the purposeful direction and management of the learning process.
2. Teaching is skillful application of knowledge, experience, and scientific principles with
an objective to set-up an environment to facilitate learning.
(a) How clearly the students understand
(b) How accurately their learning can be measured
3. Teaching is a process in which the learner, teacher, and school, principle aids are
organized in a systematic way to attain some predetermined goals.
4. Teaching is an activity that causes the child to learn and acquire the desired knowledge
and skills and also the desired ways of living in the society.
Nature or Characteristic Features of Teaching
1. It has different levels of teaching
2. It takes place in a dynamic environment
3. It is essentially an intellectual activity
4. It tends towards self-organisation
5. It is a social service
6. Autonomy freedom
7. It is a continuous process
8. Teaching is a profession
Different levels of Teaching
Memory level of teaching (MLT)
Understanding level of teaching (ULT)
Reflective level of teaching (RLT)
Memory level of teaching (MLT)
1. Herbart is the main proponent of Memory Level of Teaching.
2. Memory is the initial stage of teaching
3. The teaching-learning process is basically 'Stimulus-Response' (S-R) in MLT.
4. The evaluation system mainly includes oral, written, and essay-type examination.
Understanding level of teaching (ULT)
1. Morrison is the main proponent of Understanding Level of Teaching.
2. It is 'memory plus insight' as it goes beyond just memorizing of facts.
3. It provides more and more opportunities for the students to develop the 'intellectual
behaviour'.
4. The evaluation system mainly includes both essay and objective-type questions.
Reflective level of teaching (RLT)
1. Hunt is the main proponent of Reflective Level of Teaching.
2. It includes ULT and MLT.
3. It is problem-centred teaching.
4. The students are assumed to adopt some sort of research approach to solve the problem.
5. Classroom environment is to be sufficiently 'open and independent'.
6. The pupil occupies the primary place and teacher assumes the secondary place.
7. Mostly essay-type test is used for evaluation Attitude, belief, and involvement are also
evaluated.
Effective Teaching Practices
The Maxims of Teaching
1. From simple to complex – Simple things should be taught first followed by complex
things. This method of teaching creates interest among learners to acquire new knowledge
and helps in gradually building up the concepts.
2. From known to unknown – Retention is always better if new knowledge can be
linked with the known one.
3. From seen to unseen – The students should impart knowledge about the present and
then they can understand the past and the future better.
4. From concrete to abstract – The mental development of students happens with the
concrete objects and afterwards they gain micro-words for them eg. Astelonomy.
5. From whole to part – Gestalt psychologists have proved that we first see the
whole object and then its parts. For example, we first perceive the tree and then its
trunk, branches, leaves, etc. Thus, introduction or overview of the topics is
important.
6. From psychological to logical – During initial stages, psychological order is more
important, whereas for grown up learners, logical order is emphasized more.
7. From analysis to synthesis – Initially, the knowledge of students is vague.
Analysis means dividing problems into its constituent parts and then these are
studied.
8. Training of senses – Senses like sight, hearing, taste, smell, and touch are
gateways to knowledge.
Classification of Teaching and Instructional Objectives
There are two ways of classifying instructional objectives. One classification is given
by Bloom et al, whereas another classification is given by Gagne and Briggs.
Bloom's Classification of Teaching and Instructional Objectives
According to Bloom's classification, instructional objectives fall under one of the
following three categories:
1. Cognitive domain : It is related to development of intellectual capability and it is the
core learning domain. The other domains least some cognitive components. It functions at
six levels, which are as follows:
(a) Knowledge : It is basically about recalling information or contents.
(b) Comprehension : It is the ability to grasp the meaning of a material.
(c) Application : It is applying the gained knowledge in practical situations, that is,
converting abstract knowledge into practice.
(d) Analysis : It involves breaking down a communication into its constituent parts in
such a manner that relationship of ideas is understood better.
(e) Synthesis : It is basically about combining the constituent parts to make it a whole. It
is antonym of analysis.
(f) Evaluation : It involves judgement made about the value of methods and materials
for particular purposes.
2. Affective domain : It deals with attitude, motivation, willingness to participate, valuing
what is being learned, and ultimately incorporating the values of discipline into a way of
life. It asks for better student participation. It includes the following levels of affective
domain.
(a) Receiving: Willing to listen
(b) Responding : Willing to participate
(c) Valuing : Willing to be involved
(d) Organizing : Willing to be an advocate of an idea
(e) Characterization : Willing to change one's behaviour, lifestyle, or way of life.
3. Psychomotor domain : It is mainly concerned with the acquisition of technical skills.
Following are the five different levels of instructional objectives in psychomotor domain:
(a) Imitation : Demonstration of a skill by another individual is essential for imitation.
An individual performs the act under the guidance of a skilled person.
(b) Manipulation : A learner tries to experiment with various aspects like manipulating
machinery, equipment, etc.
(c) Precision : Accuracy in performing various acts increases with practice.
(d) Articulation : Achieving a desired level of efficiency and effectiveness through
practice.
(e) Naturalization : Skill is internalized and an individual is able to adapt, modify, or
design new techniques, methods, or procedures according to the requirements of a
situation.
Gagne and Briggs classification of Teaching and Instructional Objectives
According to Gagne and Briggs classification, the learning outcomes fall under one of
the 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.
Methods of Teaching
The teacher has a number of methods at his disposal to select from. These methods
are as follows:
1. Large group teaching methods
2. Small group teaching methods
3. Individualized teaching methods
Large Group Teaching Methods
Lecture methods
The use of lecture method mainly depends on -
(i) the topic to be discussed
(ii) teaching philosophy of the teacher
(iii) the overall learning situation (such as size of the group)
Lectures can be either one-way or two-way depending upon the presence or absence
of the facility to seek further information, clarification, and explanation.
Team Teaching methods
Team teaching is an innovative approach in teaching large groups in which two or
more teachers are involved in planning, executing, and evaluating the learning experiences of
a group of students.
TV or Video Presentation
Television or video presentation is an improved presentation of radio or audio
presentation, and it can virtually bring the whole world inside the classroom.
Small Group Teaching Methods
Most of the methods of instructional delivery for the learning of smaller groups
numbering between 3 and 12 trainees lean towards trainee-centred approach.
