Today’s Learning Content

JRF, NET And SET

Unit-I: Teaching Aptitude
-Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding
and Reflective), Characteristics and basic requirements.

-Learner’s characteristics: Characteristics of adolescent and adult learners

(Academic, Social, Emotional and Cognitive), Individual differences.
-Factors affecting teaching related to Teacher, Learner, Support material,
Instructional facilities, Learning environment and Institution.
-Methods of teaching in Institutions of higher learning: Teacher centred vs.
Learner-centred methods; offline vs. Online methods (Swayam,
Swayamprabha, MOOCs etc.).
-Teaching Support System: Traditional, Modern and ICT based.
-Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice
Based Credit System in Higher education, Computer-based testing, Innovations
in evaluation systems.
 Teaching Aptitude

Teaching Support System

A Teaching Support System is a technology-driven tool or platform
designed to assist educators in various aspects of teaching, such as
lesson planning, content creation, student assessment, classroom
management, and communication.
 It aims to enhance teaching effectiveness, streamline administrative
tasks, and improve the overall learning experience for both teachers
and students.

Traditional Teaching Support

 Traditional Teaching Support Systems refer to non-digital or non-

technological methods that provide assistance to educators in their
teaching endeavors.
 Teaching used to be associated with the ‘chalk & talk method.
 Teaching Aptitude

Features:
 Face-to-Face Interaction: Traditional systems rely on direct human
interaction between teachers and students in physical classrooms.
 Printed Resources: Physical textbooks, workbooks, and other
printed materials are used to convey information and assignments.
 Blackboards/Whiteboards: Visual aids like blackboards or
whiteboards are used to illustrate concepts and explain lessons.
 Teacher-Centered: The teaching process is primarily led by the
teacher, who imparts knowledge through lectures and discussions.
 In-Person Assessments: Evaluations are conducted in person
through written tests, quizzes, and assignments.
 The flow of communication is one way.
 The teacher is responsible to control class as well as teaching.

 Teaching Aptitude

Merits:
 Personal Connection: Face-to-face interaction allows for a stronger
personal connection between teachers and students.
 Tangible Resources: Printed materials can be easily accessed and
referenced, and they don't require technological devices.
 Immediate Clarification: Students can ask questions and seek
clarification directly during class.
 Hands-On Learning: Traditional methods can facilitate hands-on
learning experiences, especially in practical subjects.
 Simplicity: Traditional methods may require less initial training and
technical expertise compared to digital tools.
 Teaching Aptitude

Demerits:
 Limited Accessibility: Traditional methods may not cater well to
diverse learning styles and accessibility needs.
 Resource Constraints: Printed materials can be costly to produce
and may become outdated quickly.
 Limited Interactivity: Traditional methods may lack the interactive
and multimedia-rich elements of digital tools.
 Scalability: It can be challenging to scale traditional methods to
accommodate larger groups of students.
 Lack of Real-Time Feedback: Assessments and feedback might take
longer to process and deliver.
 Teaching Aptitude

Tools used in Traditional Teaching Support System

 Chalkboard/Whiteboard: A fundamental tool for teachers to write
and illustrate concepts, equations, and diagrams during lectures.
 Textbooks and Printed Materials: Traditional printed textbooks,
workbooks, handouts, and reading materials are essential for
conveying information and assigning exercises.
 Overhead Projectors: Used to display transparencies and visual aids
to a larger audience, facilitating explanations and discussions.
 Flashcards: Handy for vocabulary building and quick information
recall, especially in language and science subjects.
 Manipulatives: Tangible objects like counters, blocks, and models
used in subjects like mathematics to aid in understanding abstract
concepts.
 Models and Visual Aids: Physical or visual representations of
complex concepts, structures, or processes to enhance
understanding.
 Teaching Aptitude
 Bulletin Boards: Used for displaying student work, announcements, and
supplementary materials to create an engaging classroom environment.
 Globes and Maps: Essential for geography and social studies, providing a
visual representation of the world and its regions.
 Calculators: Particularly in mathematics, calculators help perform complex
calculations efficiently.
 Reference Books: Dictionaries, encyclopedias, atlases, and other reference
materials are used for research and expanding knowledge.
 Library Resources: Traditional libraries offer a wide range of books,
journals, and resources for students and teachers to access information.
 Lecture Notes and Handouts: Prepared notes and materials distributed by
teachers to supplement lectures and guide student learning.
 Instruments: Musical instruments for music education, scientific tools for
conducting experiments, and other specialized equipment.
 Microscopes and Telescopes: Used in science subjects to explore the
microscopic world or distant celestial bodies.
 Teaching Aptitude
 Art Supplies: For creative expression and art-related subjects,
including drawing, painting, and sculpture.
 Physical Education Equipment: Sports equipment, gym mats, and
outdoor facilities for physical education classes.
 Cultural Artifacts: Objects, artifacts, or traditional items used to
teach cultural and historical aspects.
 Dioramas and Models: Used in history and science to recreate
historical scenes or illustrate scientific concepts.
 Film Projectors: For showing educational films and documentaries
to enhance learning.
 Traditional Instruments: Instruments used for teaching and learning
music in various cultural contexts.
 Experiential Learning Tools: Tools like gardening equipment,
cooking supplies, and outdoor gear for hands-on learning
experiences.
 Teaching Aptitude

Charts
 Charts are visual representations of data, information, or concepts
that help convey complex ideas in a clear and easily understandable
manner. They are commonly used in education to aid teaching and
learning by providing visual context and facilitating comprehension.
 Teaching Aptitude

Atlas
 An atlas is a collection of maps, charts, and geographical information
assembled into a book or electronic format. It provides a
comprehensive view of the world, regions, countries, and various
geographical features. Atlases are commonly used in education to
teach geography, history, and other subjects that require a spatial
understanding of the world.
 Teaching Aptitude
Flashcards
 Flashcards (also known as flip cards) are a popular and effective
learning tool used to aid memorization, reinforce learning, and test
knowledge on a wide range of subjects. They typically consist of small
cards with information on one side and a prompt or question on the
other. Flashcards are widely used in education and self-study settings.
 Teaching Aptitude
Workbook
 A workbook is a type of educational resource that provides exercises,
activities, and practice problems designed to reinforce and apply the
concepts taught in a particular subject or course. Workbooks are
commonly used in classrooms, homeschooling, and self-study
environments to help students develop their skills, improve
comprehension, and engage in hands-on learning.
 Teaching Aptitude
Vedic math tools
 Vedic Mathematics is a system of mathematical techniques and
principles that originated in ancient India. It is based on the Vedas,
ancient Indian texts, and offers efficient methods for performing
various mathematical operations. While Vedic Mathematics doesn't
necessarily rely on physical tools, it provides mental strategies and
techniques that can be thought of as "tools" to perform calculations.
 Teaching Aptitude

Bulletin Board
 A bulletin board is a display area, often made of cork, fabric, or other
materials, where information, announcements, notices, and visual
aids are posted for public viewing. In educational settings, bulletin
boards play a significant role in enhancing communication, displaying
student work, sharing important information, and creating an
engaging learning environment.
 Teaching Aptitude
Flannel Board
 A flannel board, also known as a felt board, is a teaching tool used for
interactive storytelling and visual displays. It consists of a board
covered with a flannel or felt surface, onto which felt pieces or
characters can be attached. Flannel boards are often used in early
childhood education and storytelling activities to engage and educate
young learners through hands-on manipulation of visual elements.
Teaching Aptitude
 Teaching Aptitude

Modern and ICT based

 A modern and ICT (Information and Communication Technology)
based teaching support system refers to the integration of technology
tools and platforms into the educational process to enhance teaching
and learning experiences. This system incorporates various digital
tools, software applications, and online resources to facilitate more
engaging, interactive, and efficient teaching methods. Let's explore
the features, merits, and demerits of such a system:
Features of ICT Based Teaching Support System:
 Online Learning Platforms: Utilization of Learning Management
Systems (LMS) and online platforms for content delivery,
assignments, assessments, and discussions.
 Multimedia Content: Integration of multimedia elements such as
videos, interactive simulations, animations, and virtual reality to
explain complex concepts.
 Teaching Aptitude
 Personalized Learning: Adaptive learning technologies that cater to
individual student needs, providing customized content and pacing.
 Collaboration Tools: Communication and collaboration tools like
video conferencing, discussion forums, and group projects to
facilitate interaction among students and teachers.
 Real-time Assessment: Instant feedback through quizzes, polls, and
online assessments, enabling teachers to gauge student
understanding and adapt instruction accordingly.
 Access to Resources: Online libraries, digital textbooks, and open
educational resources (OER) for easy access to a wide range of
learning materials.
 Gamification: Integration of game elements into lessons to enhance
engagement and motivation.
 Remote Learning: Facilitating learning beyond the physical
classroom, allowing for flexibility and accessibility.
 Teaching Aptitude
Merits of ICT Based Teaching Support System:
 Enhanced Engagement: Multimedia and interactive content capture
students' attention and make learning more engaging.
 Flexibility: Students can learn at their own pace and access
resources from anywhere, promoting self-directed learning.
 Personalization: Adaptive learning tools cater to individual student
needs, fostering better understanding and retention.
 Efficiency: Automated assessment and grading save time for both
teachers and students.
 Global Learning: Online platforms enable collaboration among
students from different locations, enhancing cultural awareness.
 Up-to-date Content: Easy access to current information and
resources relevant to the subject matter.
 Skill Development: ICT skills acquired during learning prepare
students for the digital workforce.
 Teaching Aptitude
Demerits of ICT Based Teaching Support System:
 Technological Barriers: Not all students or educators may have
access to the required technology or reliable internet connections.
 Isolation: Over-reliance on technology may reduce face-to-face
interaction and social development.
 Lack of Personal Touch: Online learning might lack the personal
connection and immediate assistance that traditional classrooms
offer.
 Digital Distractions: Students may get distracted by other online
activities during learning sessions.
 Quality Concerns: Not all online content is of equal quality, and
discerning accurate and reliable sources can be challenging.
 Security and Privacy: Handling of personal data and potential
cybersecurity risks must be carefully managed.
 Teacher Training: Educators may require training to effectively use
and integrate technology into teaching practices.
 Teaching Aptitude
Tools used in Modern & ICT based Support system
 Learning Management Systems (LMS): Platforms like Moodle,
Canvas, and Blackboard facilitate online course delivery, content
sharing, assignments, assessments, and student engagement.
 Video Conferencing Tools: Platforms like Zoom, Microsoft Teams,
and Google Meet enable real-time virtual classrooms, webinars, and
remote collaboration.
 Interactive Whiteboards: Digital whiteboards like SMART Boards
allow interactive teaching with touch-based input, multimedia
integration, and real-time collaboration.
 Digital Content Creation Tools: Software for creating multimedia
content, presentations, videos, podcasts, and animations, such as
Adobe Creative Suite, Canva, and Powtoon.
 Online Assessment Platforms: Tools like Quizlet, Kahoot!, and
Google Forms offer interactive quizzes, polls, and assessments.
 Teaching Aptitude
 Virtual Reality (VR) and Augmented Reality (AR): Immersive technologies for
creating engaging and interactive learning experiences, such as virtual field trips
and 3D models.
 Teaching Aptitude

 Educational Apps: Mobile apps for learning, practicing, and

exploring various subjects, often tailored to specific age groups and
learning objectives.
 Simulations and Educational Games: Digital simulations and
serious games that offer experiential learning in subjects like science,
engineering, and healthcare.
 E-books and E-readers: Digital books and reading platforms that
provide access to a wide range of educational content.
 Collaboration Tools: Cloud-based tools like Google Workspace
(formerly G Suite) and Microsoft Office 365 for collaborative
document creation and sharing.
 Online Libraries and Databases: Access to digital libraries, research
databases, and online academic resources for information retrieval
and research.
 Teaching Aptitude
 Social Media and Online Communities: Platforms like Twitter,
Facebook groups, and educational forums for networking, discussion,
and knowledge-sharing.
 Digital Note-taking Tools: Apps like Evernote and OneNote for
organizing and
 Adaptive Learning Systems: Software that uses data analytics and
AI to personalize learning experiences based on individual student
progress and needs.
 Robotics and Coding Kits: Tools like LEGO Education, Arduino, and
Raspberry Pi for teaching robotics and coding skills.
 Cloud Computing: Cloud storage and services for easy access to
resources and collaboration from anywhere.
 Online Plagiarism Checkers: Tools like Turnitin and Grammarly for
evaluating originality and improving writing skills.
 Teaching Aptitude
 Language Learning Apps: Interactive platforms like Duolingo and
Babbel for language acquisition.
 Online Student Portfolios: Digital portfolios for students to
showcase their work, achievements, and progress over time.
 Parent-Teacher Communication Apps: Platforms like Remind and
ClassDojo for maintaining communication between educators and
parents.
 Data Management Systems: Tools for collecting, analyzing, and
interpreting data to inform educational decisions and track student
performance.
Teaching Aptitude
 Teaching Aptitude
Behaviorist approach

The behaviorist approach to learning is a psychological theory that

focuses on studying observable behaviors and how they are acquired
and modified through interactions with the environment. It emerged as
a dominant perspective in the early 20th century and had a significant
influence on education and psychology. Behaviorism include theory
Ivan Pavlov, John B. Watson, and B.F. Skinner.

 Classical Conditioning (Pavlovian Conditioning): This involves

learning through associations between stimuli. Ivan Pavlov's famous
experiments with dogs demonstrated how a neutral stimulus (like a
bell) could be paired with an unconditioned stimulus (like food) to
elicit a conditioned response (salivation) over time. This process
involves the automatic, involuntary learning of new behaviors.
 Teaching Aptitude
2. Operant Conditioning (Skinnerian Conditioning): This involves
learning through consequences. B.F. Skinner introduced the concept of
operant conditioning, which focuses on how behaviors are strengthened
or weakened by the consequences that follow them. Positive
reinforcement (reward), negative reinforcement (removal of an aversive
stimulus), punishment, and extinction are central concepts in operant
conditioning.
 Reinforcement and Punishment: Reinforcement involves providing a
stimulus following a behavior to increase the likelihood of that
behavior recurring. Positive reinforcement adds a pleasant stimulus,
while negative reinforcement removes an aversive stimulus.
Punishment involves applying an aversive stimulus to decrease the
likelihood of a behavior occurring again.
 Teaching Aptitude
Constructivism
Constructivism is a learning theory that emphasizes how individuals
actively build and acquire knowledge through their interactions with the
environment. It suggests that learners construct their own
understanding and meaning based on their prior experiences, cultural
background, and interactions with others.
Jean Piaget, Lev Vygotsky, Jerome Bruner
Key principle
 Active Learning: Learners engage in hands-on activities and
experiences to construct their understanding.
 Prior Knowledge: New information is connected to existing mental
structures and experiences.
 Social Interaction: Collaborative activities and discussions with peers
and experts enhance learning.
 Authentic Context: Learning is most effective when situated in real-
world, meaningful situations.
 Teaching Aptitude
 Self-Regulation: Learners monitor, assess, and adjust their
understanding through reflection.
 Teacher as Facilitator: Educators guide and support learners'
exploration and discovery.
 Multiple Perspectives: Learners benefit from exposure to diverse
viewpoints and interpretations.
 Problem-Solving: Critical thinking and active problem-solving are
central to the learning process.
Characteristics are:
1. Learning is a continuous process grounded in experience.
2. Learning is a holistic process of adaptation to the world.
3. Learning involves transactions between the person and the
environment.
4. Learning is the process of creating knowledge.
 Teaching Aptitude

Theory Behaviorist Constructivist

Activities Drill and Practice Tutorials Independent
learning,
experiential
learning,
programming
Learning Individual instructional and Generalisable skills
Processes feedback, drill and practice based on individual
discovery
 Teaching Aptitude

Maslow's Hierarchy of Needs

 Maslow's Hierarchy of Needs is a psychological theory proposed by

Abraham Maslow in 1943. It presents a framework that describes
human motivation and the progression of needs from basic survival
to higher levels of growth and self-actualization. The hierarchy is
often depicted as a pyramid with five levels, each building upon the
previous one
Teaching Aptitude
 Teaching Aptitude
1. Which of the following are said to be style-related competencies of
an effective teacher?
A. Organized demeanour which means being orderly, clear and in
control
B. Literacy which implies general knowledge as well as good at reading
and writing
C. Self-efficacy which refers to person’s self-perceived capacity to
perform a task
D. Flexibility which means being sensitive and lenient
E. Evaluating and providing feedback
Choose the most appropriate answer from the options given below:
1. A and C only
2. B and C only
3. C and D only
4. D and E only
 Teaching Aptitude
1. Which of the following are said to be style-related competencies of
an effective teacher?
A. Organized demeanour which means being orderly, clear and in
control
B. Literacy which implies general knowledge as well as good at reading
and writing
C. Self-efficacy which refers to person’s self-perceived capacity to
perform a task
D. Flexibility which means being sensitive and lenient
E. Evaluating and providing feedback
Choose the most appropriate answer from the options given below:
1. A and C only
2. B and C only
3. C and D only
4. D and E only
 Teaching Aptitude
2. Given below are two statements :
Statement I : Interactive and multimedia systems provide for a new
culture of teaching and learning.
Statement II : Virtual classrooms convert students into senseless
humanoids.
In the light of the above statements, choose the correct answer from
the options given below :

1. Both Statement I and Statement II are true

2. Both Statement I and Statement II are false
3. Statement I is correct but Statement II is false
4. Statement I is incorrect but Statement II is true
 Teaching Aptitude
2. Given below are two statements :
Statement I : Interactive and multimedia systems provide for a new
culture of teaching and learning.
Statement II : Virtual classrooms convert students into senseless
humanoids.
In the light of the above statements, choose the correct answer from
the options given below :

1. Both Statement I and Statement II are true

2. Both Statement I and Statement II are false
3. Statement I is correct but Statement II is false
4. Statement I is incorrect but Statement II is true
 Teaching Aptitude
3. What are the advantages of Choice Based Credit System (CBCS)
introduced by the UGC for higher education institutions?
(A) Focuses on student-centric education
(B) Allows students to choose inter-disciplinary and intra-disciplinary
courses.
(C) Makes education at par with global standards
(D) Makes it easy to estimate the performance levels of students in
terms of marks.
(E) Offers flexibility for students to undertake studies at different times
and at different institutions.
Choose the correct answer from the options given below :
(1) (A), (B), (C), (D) only
(2) (B), (C), (D), (E) only
(3) (A), (B), (C), (E) only
(4) (C), (D), (E), (A) only
 Teaching Aptitude
3. What are the advantages of Choice Based Credit System (CBCS)
introduced by the UGC for higher education institutions?
(A) Focuses on student-centric education
(B) Allows students to choose inter-disciplinary and intra-disciplinary
courses.
(C) Makes education at par with global standards
(D) Makes it easy to estimate the performance levels of students in
terms of marks.
(E) Offers flexibility for students to undertake studies at different times
and at different institutions.
Choose the correct answer from the options given below :
(1) (A), (B), (C), (D) only
(2) (B), (C), (D), (E) only
(3) (A), (B), (C), (E) only
(4) (C), (D), (E), (A) only
 Teaching Aptitude
4. Which learning theory provides support for active participation of
learner in the learning process in an interactional setting with intrinsic
motivation as the basis?
1. S-R Theory of Watson
2. Reinforcement Theory of Skinner
3. Contructivist Theory of Vygotsy
4. Insight Theory oh Kohler
 Teaching Aptitude
4. Which learning theory provides support for active participation of
learner in the learning process in an interactional setting with intrinsic
motivation as the basis?
1. S-R Theory of Watson
2. Reinforcement Theory of Skinner
3. Contructivist Theory of Vygotsy
4. Insight Theory oh Kohler
 Teaching Aptitude
5. From the following list of methods of teaching used in institutions of
higher learning, identify those which are learner-centered
A. Project work
B. Chalk and talk
C. Lecturing with audio-visual
D. Computer-aided instruction
E. Simulation and role-playing
Choose the correct answer from the option given below
1. B, C and D only
2. D and E only
3. A, B and C only
4. C, D and E only
 Teaching Aptitude
6. Which of the following ‘need strengths’ in Maslow’s hierarchy are
related to higher order learning?
Options:
(A) Physiological needs
(B) Safety needs
(C) Social needs
(D) Esteem needs
(E) Needs for self actualization
Choose the correct answer:
(1) A and B only
(2) B and C only
(3) C and D only
(4) D and C only
 Teaching Aptitude
6. Which of the following ‘need strengths’ in Maslow’s hierarchy are
related to higher order learning?
Options:
(A) Physiological needs
(B) Safety needs
(C) Social needs
(D) Esteem needs
(E) Needs for self actualization
Choose the correct answer:
(1) A and B only
(2) B and C only
(3) C and D only
(4) D and C only
 Teaching Aptitude
7. A student finds it difficult to understand, analyse and interpret the
concepts and principles relating to a subject formally prescribed.
Which learner characteristics would be most relevant in such a
situation to be probed?
1. Academic characteristics
2. Social characteristics
3. Emotional characteristics
4. Cognitive characteristics
 Teaching Aptitude
7. A student finds it difficult to understand, analyse and interpret the
concepts and principles relating to a subject formally prescribed.
Which learner characteristics would be most relevant in such a
situation to be probed?
1. Academic characteristics
2. Social characteristics
3. Emotional characteristics
4. Cognitive characteristics
Teaching Aptitude
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