Teaching Aptitude Notes
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Teaching Aptitude
CONCEPT OF TEACHING
Teaching learning is a communication between two or more persons who influence each other by their ideas and learn something in the process of interaction. It is a process in which the learner, teacher, curriculum and other related variables are organized in a systematic way to attain some pre- determined goal. Teaching can be analysed in terms of teacher behaviour at three levels, namely, component teaching skills, general teaching behaviours and specific teaching behaviours.
OBJECTIVES OF TEACHING
The general objectives of teaching are:
To develop all round personality of the learner through the curriculum.
2. To shape the behaviour of the learner in a desired direction.
3. To help the student to adjust and live harmoniously in the new situation environment.
4. To encourage the student to learn and think for themselves to solve the problems.
5. To acquaint the student with the content of the subject to be taught.
The specific objectives of teaching are as follows:
• To Develop Critical and Logical Thinking
• To Create Interest in the Study
• To Develop Understanding
• To Develop of Knowledge
Role of a Teacher:
• Facilitating students in their efforts to learn without directly instructing them on any new concepts.
• Being sensitive to the previous experiences of each and every student in the class.
• Providing authentic (real-world and contextual) tasks. • Providing as many materials and experiences from the immediate
environment as possible. Manipulating materials and events so that the students can gather more experience.
•Providing real-world, context-based learning environments rather than predetermined instructional sequences for making learning more realistic, relevant and contextual.
• Focussing on realistic approaches to solve real-world problems.
• Providing or/and encouraging the students to come out with multiple representations or alternative solutions when engaged in solving a problem.
• Allowing students to ask questions and encouraging them to raise intelligent questions.
• Fostering reflective practice. By encouraging raising intelligent questions, indirectly put pressure to think reflectively.
Supporting cooperative and collaborative learning in the classroom.
• Connecting the activities in the school with those outside the school.
Encouraging self-analysis and self-assessment of students’ learning progress.
THREE LEVELS OF TEACHING
Memory Level
• Memory level of teaching means committing factual information to memory.
• Memory level teaching or learning is the least thoughtful.
• Recall, recognition and retention are specially emphasized in this form of teaching or learning
Understanding Level
• It is reached when thorough understanding of the subject matter is gained through planned learning.
• It involves exploration, presentation, assimilation, organization and recitation through oral presentation or in the form of a written paper.
Reflective level
. It consists of two phases: 1. Problem raising and 2. Problem solving.
• Teaching-learning at reflective level involves careful and critical examination of an idea or problem through the ‘problem solving approach’.
Teaching can be Direct or Indirect
• As the teachers use such methods as lecture, demonstration, etc and engages students in face teaching them directly. to face interaction, they are
• Conversely, when they use active methods like role-play, project, assignment, inquiry or other such activities, they are teaching them indirectly.
Teaching can be Vertical or Horizontal
• Depending on the objectives of teaching, teachers may lead students deep into the topic.
• This type of teaching is known as vertical teaching.
• Conversely, if the teachers teach one topic and then move on to more and more topics, they are resorting to horizontal teaching.
Teaching may be Planned or Unplanned
• Traditionally, teachers plan for instruction before they go to the classroom for teaching.
• However, with the coming of active leaning methods, no strict planning is possible as one is not clear in advance what could be the possible way of organizing teaching learning activities.
Components of Teaching
Teacher– Teacher plays a vital and important role of planning, organizing leading and controlling the teaching in order to provide full learning facilities to the students
Students
Students are dependent upon the teachers for the learning strategies and the content chosen by the teacher. Pupils are there to act according to the planning and organization of teacher to maximize learning.
The curriculum
The curriculum is a medium of interaction between the students and teachers. So it is a intervening variable to facilitate learning. There are methods, teaching strategies or techniques of teaching through which various interactions between students and teachers take place.
Techniques for Better Classroom Discipline
1. Focusing
2. Direct Instruction
3. Monitoring
4. Modelling
5. Non-Verbal Cuing
6. Environmental Control
7. Low-Prof96ile Intervention
8. Assertive Discipline
9. Consistently
10. Rule avoidance
Qualities of Effective Teachers
1. Role of Caring
2. Listening
3. Understanding
4. Knowing Students
5. Role of Fairness and Respect
6. Social Interactions with Students
7. Promotion of Enthusiasm and Motivation for Learning
2. Learner’s Characteristics
• Learning happens naturally while we are experiencing the world around Us with our senses. Research breakthroughs in medical science have informed us on how the brain functions in the state of learning. Our short- term memory filters and processes those experiences and assigns meaning to the sensory information it receives. Some of that information is transferred to our long-term memory, i.e., the repository of everything we know and have experienced in our lives. When we need that knowledge, we recall it by the use of memory and references. The process is illustrated below.
1. Behaviorism
The learning theory of behaviorism focuses on behaviors that are objectively observable and disregards subjective, independent activities of the mind. Proponents of behaviorism define learning as conditioning or acquisition of new behaviour in a given environment and have proved experimentally that conditioning is a universal learning process.
i. Classic conditioning theory, also called Pavlonian theory after its Russian proponent Ivan Pavlov, pertains to learning through association. It occurs when a natural, biological reflex associated with a particular conditioned stimulus (CS) is triggered in response to an unconditioned stimulus (US).
ii. Behavioral or operant conditioning occurs when a response to a stimulus is reinforced. Operant refers to any behavior that acts on the environment and leads to consequences. Operant conditioning is a simple feedback system working on the theory, that a reward or reinforcement following the response to a stimulus makes its occurrence more probable/likely in the future. This theory is based on B.F. Skinner’s philosophy of ‘radical behaviorism’.
Criticisms of Behaviorism
i. It does not explain those kinds of learning which involve mindfulness or cognition, since it disregards the activities of the mind.
ii. It does not explain learning of the kind where there is no reinforcement, e.g., the recognition of new language patterns by young children.
iii. Research on animals has shown that reinforced behavior patterns can possibly be adapted to changed/new information. A rat that has previously mastered a behavior pattern to manoeuvre a maze through reinforcements can shift its behavior if the layout of the maze is changed.
2. Cognitivism
The learning theory of cognitivism focuses on inner mental activities that are essential for cognitive development. It is concerned with opening the “black box” of the human mind to determine how processes such as conscious thought, memory, knowing, conversation, decision-making, emotion and problem-solving occur. Developed by Jean Piaget and contributed to by Bloom, Bruner and Ausubel, this theory propounds that people are not “programmed animals” that merely respond to environmental stimuli; they are rational beings whose actions are a consequence of thinking and a learner constructs cognitive pathways to understand and respond physically to experiences. Cognitivism replaced behaviourisms in 1960s as the dominant paradigm that gave the metaphor of mind as a computer system where information goes in, gets processed and leads to certain outcomes.
3. Constructivism
Constructivism, propounded by John Dewey, Jean Piaget, Jerome Bruner, Lev Vygotsky, and others, is based on the idea that learning is a constructive process where people actively construct or create their own understanding or subjective representations of objective reality of the world and link what they already know from their past experiences with new information and experiences to construct their own meaning. So, the learner is viewed as information constructor.
4. Humanism
Humanistic theory of learning is majorly based on the work of Abraham Maslow (1908-1970) and Carl Rogers (1902- 1987). It views the learner as an individual subject with affective and cognitive needs; and learning as a personal endeavour with ‘intentionality and values’ (Huitt, 2001) to fulfil one’s individual potential, or reach self-actualization through a natural holistic process while growing and developing over the lifespan.
5. Connectivism
Connectivism is a contemporary learning theory which focuses on 21st Century Skills and gives more autonomy to students in the way they choose to learn. This theory has developed to adapt to the vast digital and technological advancement; and, is based upon the idea that people process information by forming connections and interacting. It suggests that people no longer stop learning after formal education; rather, they continue to increase their knowledge base through technology-enabled access to a huge reservoir of information, experience new themes and acquire new skills.
JOHN CARROLL’S MODEL OF SCHOOL LEARNING
It states:
School learning (f) = Time spent / Time needed where,
Time spent = Opportunity and Perseverance
Time needed = Aptitude,
Prerequisite knowledge, and Quality of instruction Robert Slavin revised John Carroll’s model of school learning to produce the QAIT Model of instruction in which those elements that were not under the control of educators were eliminated, while those that could be altered or modified by teachers were retained or redefined.
1. Quality of instruction
2. Appropriate levels of instruction (redefinition of Carroll’s student characteristic ‘ability to understand instruction’)
3. Incentive (redefinition of Carroll’s student behaviour ‘perseverance’)
4. Time (equivalent to Carroll’s variable Opportunity)
LEARNER’S CHARACTERISTICS
Awareness of learner’s characteristics helps the teacher/instructor to determine what approach, methods and strategies to use in academic instruction. Learner information can be obtained from surveys, interviews, observations and performance statistics of knowledge and skills.
CHARACTERISTICS OF ADOLESCENT LEARNERS
Learner characteristics can be personal, physical, academic, social, emotional, moral and cognitive in nature. The young adolescent is going through a distinctive phase of physical, emotional, intellectual, moral and social changes simultaneously, with the academic development. All of these changes must be taken into account while directing their learning, and instructional methods and practices must be remodelled accordingly to optimise learning outcomes. It is important to know the exact characteristics manifested by all these changes in adolescents.
Personal Characteristics
These relate to demographic elements such as:
1. Age
2. Gender
3. Level of maturity
4. Language
5. Socio-economic status
6. Cultural background
7. Size and influence of family
8. Specific skills or impairments to learning pertinent to the particular group/community/fraternity/ nationality they may be constituents of
Physical/Physiological Characteristics
There include:
1. Restlessness and fatigue due to hormonal changes
2. Sudden outbursts of physical activity to release energy because of spurt in energy levels
3. Growing sexual awareness resulting in sensitivity to touch
4. Concern about physical changes and appearance
5. Physical vulnerability and poor health resulting from dietary fads and/or engaging in risky behaviours
6. Awkward, uncoordinated body movements caused by physical changes and consciousness of those
Academic Characteristics
1. Goal and success oriented learning style; fixing learning goals for self
2. Propensity for high achievement when challenged and engaged
3. Preference for active over passive learning experiences
4. Interest in interacting with peers during learning activities 5. Demanding relevance of what is being taught to actual learning
6. Increased capacity for higher levels of humor which may be misunderstood as sarcasm or offence by adults
7. Applying prior knowledge to learning processes
Cognitive Characteristics
Cognitive characteristics of adolescent learners include:
1. Meta-cognition, (awareness and understanding of one’s own thought processes)
2. Independent and rational thought
3. Shift from concrete to abstract thinking
4. Intense curiosity and eagerness to learn about a variety of interesting, useful and personally relevant topics, a chosen few of which are sustained over the long term
5. Penchant for exploration and experimentation
6. Ability to be self-reflective
7. Ability to analyse, integrate and evaluate concepts and theories about the relationship between individual and society
Emotional Characteristics
1. Unpredictability because of mood swings marked by peaks of intensity and troughs of despair
2. Overpowering desire to discover independence and individual adult identity; and accepting only specific mediation
3. Deep concern about physical growth and maturity
4. Strong beliefs
5. Holding their personal problems, feelings, and experiences unique
6. Extreme consciousness of self-image and its protection
7. Heightened sensitivity and overreaction to criticism, ridicule, embarrassment, and rejection
8. Tendency to rebel against authority
9. Development of specific/personal interests
10. Motivation to know and learn
11. Defined attitude toward learning and subject matter
12. Anxiety
13. Attribution of success (i.e., locus of control)
Social Characteristics
1. Craving for social acceptance
2. Seeking approval of peers and others with attention-getting behaviours
3. Modelling behaviour and communication after that of older mates and parents/ other adults to a much lesser degree
4. Experimenting with ways of talking and acting as part of searching for a social position with peers
5. Seeking racial and ethnic identity and drawn to peers who share the same background
6.. Exploring questions of sexual identity in overt or covert ways
7. Anxious and intimidated by the initial middle school experience
8. Fondness for popular culture and interest in following fads
9. Seeking approval of peers and others with attention-getting behaviors
10. Vacillating between demand for independence and desire for guidance and protection corresponding to the growth of interpersonal skills
Moral Characteristics
1. Moral characteristics encompass the ability to comprehend ethical matters and challenge beliefs, cultural manifestations, religious teachings, etc.
2. As adolescents mature, they begin to recognize their democratic rights and responsibilities, displaying an inclination towards political processes.
3. Frustration with societal problems and the sluggishness of change may arise, often without realizing that social transformation is neither simple nor swift.
4. The search for reliable and trustworthy adult role models becomes paramount, exerting a significant influence on one’s own behaviour and values.
5. While relying on parents and influential adults for moral guidance, individuals still retain their own opinions and perspectives.
6. Swift to judge others, yet reluctant and sluggish when it comes to acknowledging personal shortcomings.
7. Exhibiting compassion towards marginalized individuals and demonstrating concerns about animal welfare and environmental issues.
CHARACTERISTICS OF ADULT LEARNERS
Are Goal-driven: Adults actively seek out learning courses and activities that will aid them in achieving their life goals. They apply their extensive knowledge to their learning experiences.
Seek Autonomy: Adult learners value independence and actively seek options and choices in their learning journey.
Prefer Experiential Learning: Adults favor hands-on,
practical learning experiences over passive lectures or listening. They thrive when they can actively engage and participate in their learning.
Are Purposeful: Adults have a strong desire to understand the purpose and motive behind any learning activity. They seek relevance and meaning in their educational pursuits.
Strive for Competence and Mastery: Adults strive to attain
competence and mastery in workplace skills to enhance their confidence and self-esteem.
Embrace a Holistic Perspective: Adult learners have a big- picture orientation, understanding how the smaller components fit into the larger context of what they are learning.
Are Results-oriented: Adults focus on achieving tangible outcomes and results in their learning endeavors.
Take Responsibility for Self: Adult learners take ownership of their learning and assume responsibility for their progress and development.
Face Emotional Barriers: Adult learners may encounter emotional barriers that can impede their learning process.
Experience External Stressors: Adults may face stress from external responsibilities and obligations, which can affect their ability to dedicate time and energy to learning.
Have Physical Limitations: Advanced age and/or physical limitations can pose challenges for adult learners, impacting their learning experience.
Crave Community: Self-directed adult learners often seek out learning communities that provide opportunities for interaction, discussion, and sharing of ideas on relevant topics and issues.
S No. Adult learners Young learners
1. Problem centred Subject oriented; focus on course completion
2. Result oriented Future oriented
3. Self-directed Dependent upon adults for direction
4. Sceptical about Likely to accept new information
new information
5. Take responsibility Depend upon others
of their own learning
12 Major Areas of Individual Differences
1. Physical Differences
2. Differences in Intelligence
4. Differences in Interests
5. Differences in Attitudes
6. Differences in Aptitude
7. Differences in Achievement
8. Emotional Differences
9. Socio-economic Differences
10. Ethno-Cultural Differences
11. Differences on account of gender
12. Personality differences
Major Causes of Individual Differences:
1. Heredity
2. Environment
3. Influence of caste, ethnicity and nation
4. Sex differences
5. Age and intelligence
6. Temperament and emotional quotient
7. Economic condition and education
Educational Implications of Individual Differences
• Visual (Spatial): Learning primarily through the sense of sight, utilizing pictures, visuals, images, and spatial understanding to comprehend and retain information.
• Aural (Auditory-Musical): Learning primarily through the sense of hearing, engaging with sound and music to absorb and process information.
• Verbal (Linguistic): Learning primarily through words, both spoken and written, utilizing language to understand and convey ideas.
• Physical (Kinesthetic): Learning through physical interaction and movement, relying on the sense of touch and bodily actions to grasp concepts.
• Logical (Mathematical): Learning through logical reasoning, analysis, and systematizing information to make connections and draw conclusions.
Social (Interpersonal): Learning through interaction and communication with others, engaging in collaborative activities and discussions.
• Solitary (Intrapersonal): Learning independently, in solitude, through self-study and reflection, often relying on introspection and personal exploration.
Measures to Address Individual Differences in the Classroom
1. Aims and objectives of education should be linked with individual differences as regards different abilities and traits of learners.
2. Curriculum should be so designed hexibly as to cater to the varied interests, abilities and needs of different students.
3. Different methods of teaching such as role-playing method, project method, Montessori method, storytelling methods should be adopted considering individual difference related to interests,needs, etc. Various methods such as role playing method, project method, Montessori method, storytelling methods.
4. The choice of teaching aids should be such as to attract the range of abilities, interests and needs of the different children.
5. Limited size of the class: Compulsory Education (RTE) Act, 2009 lays down the Pupil Teacher Ratio (PTR) at 30:1 for the primary level and 35:1 for upper primary.
6. Proper division of the class: taking into account individual differences in age, interests and physical, emotional and social qualities rather than consider only the mental or chronological age of children.
7. Individualized learning: Should be promoted by plans.
(i) Dalton Plan regards school as ‘children house’ and allows learners all freedom, co-operation and time they need to learn. There is no time table, no classroom and no interruption as learners get absorbed after choosing the subjects that suit their individual interests. They are allowed to work and learn at their own pace and in accordance with their individual ability.
(ii) Morrison Plan follows directed guidance and stresses unit assignment. To suit individual needs and interests
(iii) Winnetka Plan first assesses the knowledge level of an individual through an examination and on the basis of that, plans a customised learning unit for them.
(iv) Contract Plan has the subjects of study determined like the Dalton method; and the pupil’s progress is measured through tests like the Winnetka method.
(v) Project based learning technique The teacher only facilitates the project and provides scaffolding (demonstrates a model of the process/work/solution and steps back, offering support only when needed).
3. Factors Affecting Teaching
FACTORS AFFECTING TEACHING
The various factors that come into play whenever a teaching learning process is underway are related to the following:
1. Teacher
2. Learner
3. Support material
4. Teacher- student relationship
5. Instructional facilities
6. Teacher- administration relationship
7. Learning environment/Classroom environment
8. Institution and administrative policies
1. Teacher
i. Educational Qualification and Subject Knowledge
ii. Awareness of learner factors
iii. Experience of the teacher
iv. Parental expectation
v. Teaching Skills:
vi. Methods of teaching
vii. Friendliness and Approachability
viii. Personality and behaviour:
ix. Level of Adjustment and Mental health of the teacher:
x. Discipline
xi. Economic factor
2. Learner
i. Learner’s physical and mental health:
ii. Learner’s basic potential:
iii. The level of aspiration and motivation for achievement:
iv. Goals in life:
v. Readiness and will power:
3. Support material/learning resources
material is an umbrella term that includes audios, videos, online tutorials, open journals, online tests and all kinds of teaching aids. The teacher alone cannot suffice for all requirements of an effective teaching and learning process. Inclusion of support material increases the effectiveness of the teaching- learning process and makes achievement of learning outcomes easier.
4. Teacher-student relationship
Teacher-student relationship is the cornerstone of a student’s social maturation process. Cultivating a good rapport with a non-parental adult authority paves the way to self-discovery, adjusting in the social/cultural environment and developing their emotional intelligence. Positive relationships with teachers become game changers for kids. Even students with learning and behavior disorders who may be initially stressed out settle down well, physically as well as emotionally, and perform at their very best when the teacher by connecting to them personally creates a positive, safe and structured environment to learn.
Teaching Aptitude Notes
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