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Teaching Apt- NOTES
Teaching Aptitude
| Question | Answer |
|---|---|
| what is teaching? | transfer- know., skills and values |
| T-L model | triadic- teacher, student, subject matter teach- social act, learn- personal act integrally related act teaching- selling, learning- buying |
| meaning of learning objectives | intended learning outcomes |
| effective teaching behaviour | know., strategies, processes, behavs. leading to good 2 types- key (major) and helping (student aid) |
| how many key behavs? | five |
| lesson clarity | KB- step by step order, uncomplicated, no distract |
| instructional variety | teaching tools- techno.,mate., acti., varied voice and gestures |
| teacher task orientation | maximise time- prevent distract, organise lessons |
| engagement in learning process | daily schedule- minimise confusion, give inde. interesting work |
| student success rate | importance of prior learning, easy to grasp steps for new mate. |
| how many helpful behavs? | five |
| using student ideas and contributions | acknow. student responses; active participation |
| structuring | organised lessons- what is to come; summarise- has been taught |
| questioning | variety- thinking and problem solving |
| probing | ask students to elaborate |
| teacher affects | develop teacher-learner rela.- enthu and empathy |
| teaching support sys | tools and resources- help improve effectiveness of t-L process |
| 2 types of teaching support sys | traditional and modern |
| Traditional TSS (teacher- centred) | teacher- directed, chalk and talk, whiteboard |
| Modern TSS (learner centred) | brainstorming, group discus (GD), ICT |
| Mind/ concept map | visual diagram- single concept- systematically- associative representation of ideas- images, words, symbols etc, branches- connected nodal structure |
| brainstorming | generate new ideas and solutions- individually/ group group problem solving technique |
| think pair-share (TPS) | cooperative learning technique- instructors pose a ques, students first think themselves and discuss w person sitting next to them |
| fishbowl technique | separation into inner (students discuss) and outer circle (listen and make notes). exchange in and out, develop listening and speaking skills |
| buzz group method | small groups- 2-3 ppl discuss a question- buzzing sound while speaking (like GD) |
| PYQ- 2023 shift 1- collaborative learning method which deve listening | FISHBOWL |
| levels of teaching | THREE- memory level (thoughtless teaching- RATNA); understanding (thoughtful- SAMAJHNA); reflective (upper thoughtful) |
| memory level of teaching | first, lowest, thoughtless level, rote learning DRILLS (again and again) and REMEMBERING and RECALLING |
| understanding level of teaching | comprehend the meaning- POSITIVE and NEGATIVE examples (chatur and rancho), RELA btw FACTS and CONCEPTS, students elaborate ANSWERS IN YOUR OWN WORDS |
| reflective level of teaching | highest level of thoughtfulness, COGNITIVE/ CRITICAL THINKING, PROBLEM SOLVING and DISCUSSIONS, independent thinking, decision making |
| BLOOMS TAXONOMY (classification), name, year | Domains of Learning- Benjamin Bloom- 1956 categorise edu goals- 3 learning domains- COGNITIVE, AFFECTIVE AND PSYCHOMOTOR (hierarv\chy assigned- basis- diff levels of learning) |
| Cognitive domain | SIX- 1- knowledge < 2-c omprehension < 3- application < 4- analysis (todh) < 5- synthesis (jodh) < 6- evaluation |
| Psychomotor Domain | FIVE- 1- imitation < 2- manipulation (some changes) < 3- precision < 4- articulation < 5- naturalisation |
| Affective domain- value, attitude, behaviour, personality | FIVE- 1- receiving < 2- responding < 3- valuing < 4- organisation < 5- characterisation |
| BLOOMS TAXONOMY REVISED, year | 2001, change in cognitive domain |
| 2001, change in cognitive domain | SIX- 1- remember <2- understand <3- apply < 4- analyse <5- evaluate <6- create |
| models of teaching | essentially models of learning- aquire know., info., ideas, skills, values and ways of thinking: description of learning environment including teaching behaviour |
| models of teaching- how many? what? | THREE- PEDAGOGY < ANDRAGOGY < HEUTAGOGY like a continuum- depending on learner maturity |
| PEDAGOGY (children's learning) | teacher- entire responsibility- lead learning teacher- centred approach |
| ANDRAGOGY (adult's learning) | learner- more independence teacher- facilitator/ guide student- centred approach |
| HEUTAGOGY ( self-directed learning) | learner- motivated to satisfy need for competence while instructor only sets outcomes and provides guidance and formative feedback |
| Cognitive development theory (CDT) | JEAN PIAGET- children's cognitive development, in stages |
| Stages of CDT | Four |
| CDT stage 1 | SENSORIMOTOR (0-2)- learn from environment- REFLEXES, SENSES, MOTOR ACTIVITIES |
| CDT stage 2 | PREOPERATIONAL (2-7)- ability to use MENTAL REPRESENTATION, DEVELOP LANGUAGE, USE SYMBOLS TO REPRESENT OBJECTS |
| CDT stage 3 | CONCRETE OPERATIONAL (7-11)- capable of LOGICALLY THINKING ABOUT CONCRETE PROBLEMS |
| CDT stage 4 | FORMAL OPERATIONAL (11+) ABSTRACT THOUGHTS and CONCEPTS- think hypothetically and deductively |
| Cooperative Learning Theory (CLT) | John Dewey- small groups- work together- maximise own and other's learning; learning most effective - community; collaborative |
| Key Elements of Cooperative Learning Theory (CLT) | POSITIVE INTERDEPENDENCE INDIVIDUAL AND GROUP ACCOUNTABILITY INTERPERSONAL AND SMALL GROUP SKILLS (leadership) FACE-TO-FACE PROMOTIVE INTERACTION GROUP PROCESSING HETEROGENOUS GROUPS |
| learners' characteristics- factors affecting | family income (socio-cult), socio-economic status, cultural background, type of school, intelligence (psycho), faculty relations (institutional), teaching- learning (methods of teaching) |
| humanistic approaches for learning | emphasises on self-motivation, curiosity, learning at the higher level, increases learner's reactivity, believes that learning becomes effective when it is need-based |
| learning strategy- planning and focusing attention; action taken- | setting goals and timetables |
| learning strategy- organising and remembering; action taken- | mnemonics and imagery |
| learning strategy- comprehension; action taken- | creating example |
| learning strategy- cognitive monitoring; action taken- | self-questioning and self-testing |
| types of evaluation | TWO- summative and formative TWO- CRT NRT |
| formative evaluation | assess development or progress of a course to improve effectiveness. teacher clarifies doubts during class. DURING THE LEARNING period. provide feedback to students and teachers- tests, quizzes, discussions |
| summative evaluation- another name | IMPACT EVALUATION |
| summative evaluation | END OF LEARNING period- final grade for performance. MORE RELIABLE. formal in nature- semester exams, boards, final grades |
| diagnostic assessment | |
| placement assessment | |
| CRT- criterion-referenced testing | measure performance against fixed set of criteria or learning standards; score independent of now others perform. PERCENTAGE, proficiency |
| NRT- Norm-referenced testing | compares student's know/ skills to know/ skills of norm group/ selected group of test-takers. Competition. PERCENTILE, rank |
| higher education technology- E-ShodhSindhu (Consortium for higher education electronics) | academic institutions get affordable access to electronic resources such as: Peer-reviewed journals, Bibliographic databases. digital platform of the Ministry of Education that has been formed by merging the UGC-INFONET Digital Library Consortium, NLIST, |
| Shodhganga | digital repository of Indian theses and dissertations submitted to universities in India. |
| ShodhGangotri | initiative of University Grants Commission (UGC), Ministry of Human Resource Development, Government of India, and INFILBNET. universities deposit electronic versions of approved synopses submitted by research scholars to register for PhD programs. |
| Shodh Shuddhi | higher education institutions (HEIs) access to plagiarism detection software- improve quality of research. launched by the Ministry of Education, Government of India in September 2019, based on a recommendation from the National Steering Committee. |
| E-VIDWAN | database of profiles for scientists, researchers, and other faculty members at leading academic institutions and research organisations in India. |
| National Academic Depository (NAD) | |
| FOSSEE | Free/Libre and Open Source Software for Education; the use of FLOSS tools in academia; National Mission on Education through ICT, MoE, GoI. ; freely accessible, modifiable, and transparent software- NO Costly licensing barriers. digital sovereignty |
| SWAYAM- full form | Study Webs of Active Learning for Young Aspiring Minds |
| SWAYAM | This MOOC (massive open online courses) Platform by the Government of India and developed indigenously by AICTE in 2017 to achieve three cardinal principles of Education Policy- ACCESS, EQUITY, and EQUALITY; free, certificate fees |
| types of courses in SWAYAM | FOUR quadrants - Quadrant-I is e-Tutorial. Quadrant- Il is e-Content. Quadrant-III is Web Resources. Quadrant-IV is Self-Assessment. (pre-defined test) |
| SWAYAM course classification basis | nember of WEEKS/ VIDEO HOURS |
| 2021- UGC | In 2021, the University Grants Commission (UGC) has given the nod to institutions to allow up to 40% of the total courses in a particular program in a semester to be offered via the SWAYAM |
| National Coordinators ef SWAYAM | AICTE, NPTEL, UGC, СЕС, NCERT, NIOS, IGNOU, IIMB, NITTTR |
| AICTE | All India Council for Technical Education- International courses |
| NPTEL | National Programme on Technology Enhanced Learning- Engineering Courses |
| UGC | University Grants Commission- Non-technical Courses PG |
| СЕС | Consortium for Educational Communication- Non-technical UG Courses |
| NCERT | National Council of Educational Research and Training- School Education (9th-12th) |
| NIOS | National Institute of Open Schooling- School Education (9th-12th) |
| IGNOU | Indira Gandhi National Open University- Out-of-School Students |
| IIMB | Indian Institute of Management Bangalore- Management Courses |
| NITTTR | National Institutes of Technical Teachers' Training & Research- Teachers Training Courses |
| benefits of SWAYAM | - Free access to quality educational resources - NOT Peer-reviewed assignments - Self-paced learning |
| Negative and positive-transfer of learning | |
| PYQ- meaning of pedagogy | Pedagogy refers to the art and science of teaching, including the strategies, methods, and approaches used in the teaching-learning process. It encompasses how teachers deliver knowledge, engage students, and facilitate learning effectively. |
| Scaffolding | teaching method where teacher supports students by asking guiding questions and providing assistance as they work through a task. build understanding step-by-step, gradually reducing help as they become more competent. |
| Competence of teaching- 3 stages- pre, interactive and post | |
| Postactive stage of teaching | provides a corrective and remedial scope of teaching |
Created by:
anuana