Unit I Teaching Aptitude Crash Course– Quick Revision (Terms & Concepts) Based on New Paper 1 Syllabus for 2020

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  • 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; Off-line vs. On-line 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.

Definitions

  • Extensional

  • Intensional

  • Conative Definition – Rules by Copi & Cohen

  • Lexical

  • Stipulative

  • What it is – for example pen??

  • Formal (essential) vs. Extended

  • Intensional (connotative – what is pen) vs. Extensional (extend definition - denotative)

  • Extensional types – example; ostensive (point out); quasi ostensive (term and describe it – like yellow - lemon)

  • Intensional Types – Etymological (origin of word – break word – geos+graphis); synonym; Operational (if A then B); Genus (broad) and differentia (small)

Good Teacher & Characteristics of Good Teaching

  • Historical: Teacher’s goodness as a person and only secondarily on his or her behavior in the classroom

  • Modern: Identify patterns of teacher-student interaction in the classroom that influence the cognitive and affective performance of students.

Teaching Methods

Value clarification exercise, index cards, guest speaker, role play, discussion, lecture

Lecture Suitability

  • Demonstration

  • Seminar, Workshop, Symposium, Conference

  • Develop ways to ensure that students use more than one senses.

  • Have natural divisions of nearly 20 minutes or less.

  • Must be replaced by videotapes if that does well.

  • Impromptu lectures must be only 5 minutes or less.

  • Must provide outline of important parts of the lecture.

  • It should be only fraction of the total teaching besides team work and assignments.

  • Use of text assignment or handouts wherever possible.

  • Summarize the lecture regularly.

  • Must pose questions in lectures.

  • Must listen to or watch one of lectures.

  • Must determine the knowledge, skill, or attitude.

  • Should be based on number of students who need the material.

  • Based on amount of available preparation time.

  • Should be in command of nonverbal cues.

  • Develop interest in the lecture.

  • Design based on availability of audio-visual support systems.

Types of Co-Teaching

  • Lead and Support

  • Station Teaching

  • Parallel Teaching

  • Alternative Teaching

  • Team Preparation

  • Traditional Team Teaching

  • Supportive Instruction

  • Monitoring Teacher

  • Lead and Support

  • Station Teaching

  • Parallel Teaching

  • Alternative Teaching

  • Team Preparation

  • Traditional Team Teaching

  • Supportive Instruction

  • Monitoring Teacher

Teaching Aids

Tests

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Test Construction (Part 1 of 3): Bridging Design & Reality: 3 Elements to Create Standardized Tests

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(Standardized Tests)

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Test Construction (Part 2 of 3): 2 External & 4 Internal Validity - Creating Bonafide Research

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(Validity) – construct, internal, conclusion.

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Test Construction (Part 3 of 3): Are Your Tests Reliable? 4 Types of Reliability

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(Reliability) – Test Retest; Parallel Form, Internal Consistency, Cronbach alpha

Projection, mock-up, transparencies, slides, videos. Audio, flip chart, poster

Developing Teacher-Student Interaction

  • Reading

  • Curriculum & Syllabus

  • Time Table

  • Monitoring

  • Scheming

  • Interaction must be initiated about the lesson followed by students’ response. These involve ability to ask probing questions & offer accepting reactions to encourage students’ responses.

  • Single interchange occurs after interaction between teacher & student & is valuable for a teacher to pursue thoughts with individual students throughout interchanges & so teacher can maintain & direct interaction.

  • Interaction must be developed to teach correct behavior in class, e.g., teacher can correct the students who call names to their classmates as teased students find difficulty in learning.

  • Traditional teachers follow specific book list & focus on traditional ideas, but rather interaction & discussion topics must be analyzed.

  • Effective communication gives good & helpful feedback to their students.

  • It is necessary for co-curricular activities like party arrangement etc. But some activities need exclusive efforts from teachers.

  • Student’s participation to decide what must be taught in class should be encouraged.

  • Enhancing interaction by class activities like check appropriate film transcripts.

  • Develop the classroom interaction techniques by communication exercises

Choice Based Credit System (CBCS) in Higher Education

  • Core

  • Ability and Skill Enhancement

  • Elective – Generic, Discipline, Project Number of core papers for all universities has to be same for both UG Honors as well as UG Program.

  • Credit score earned by a student for any elective paper has to be included in the student’s overall grade irrespective of whether the paper is offered by the parent university or not.

  • The university or institute may plan the number of seats per elective paper as per the facility and infrastructure available.

  • An undergraduate degree with honors in a discipline may be awarded if a student completes:

    • 14 core papers in that discipline

    • 2 Ability Enhancement Compulsory Courses (AECC)

    • Minimum 2 Skill Enhancement Courses (SEC)

    • 4 papers each from a list of Discipline Specific Elective and Generic Elective papers respectively

    • An undergraduate program degree in science disciplines may be awarded if a student completes

    • 4 core papers each in three disciplines of choice

    • 2 Ability Enhancement Compulsory Courses (AECC)

    • Minimum 4 Skill Enhancement Courses (SEC)

    • 2 papers each from a list of Discipline Specific Elective papers based on three disciplines of choice selected above

  • An undergraduate program degree in humanities, social sciences, or commerce may be awarded if a student completes:

    • 4 core papers each in two disciplines of choice

    • 2 core papers each in English and MIL respectively

    • 2 Ability Enhancement Compulsory Courses

    • Minimum 4 Skill Enhancement Courses

    • 2 papers each from a list of Discipline Specific Elective papers based on the two disciplines of choice selected above

    • 2 papers from the list of Generic Electives papers

  • The credits for each theory paper, practical, tutorial, or project dissertation will be as per the details given in tables below.

  • Universities and institutes may offer any number of choices of papers from different disciplines under Generic Elective and Discipline Specific Elective as per the availability of the courses and faculty.

  • Universities and institutes may evolve a policy about extracurricular activities, general interest and hobby courses, sports, NCC, NSS, vocational courses, and related courses on their own.

  • A student can opt for more elective and AE elective papers than proposed under the model curriculum of UGC. However, the total credits should not exceed 160 credits for UG honors and 140 credits for UG program degree.

  • The new scheme of UG courses should be given due consideration while framing the admission requirement for PG and technical courses to ensure that students following inter and multi-disciplinary format under CBCS are not at a disadvantage. It is suggested that wherever required, obtaining 24 credits in particular discipline may be considered as the minimum eligibility for admission in the concerned discipline, for entry to PG and technical courses.

Online (Flipped, Web-Based, Web-Enhanced, Hybrid) and Offline Learning

  • Swayam – 4 Quadrant Approach (coordinators and scope)

  • INFLIBNET, Shod Sindhu, ShodhGanga, NPTEL, FOSSE, e-pathshala, e-basta, National Digital Library, Sugamya Pustakalya

  • Swayam Prabha

  • SWAYAM courses are held in four quadrants discussed below.

  • Quadrant-I:

  • Quadrant-II: Quadrant-III:

  • Quadrant-IV:

SWAYAM Prabha

  • 32 DTH channels telecasting high-quality educational programs on 24×7 basis using the GSAT-15 satellite.

  • Channels – Hosted by and Details

  • Partners and Contributors

  • The SWAYAM Prabha is a group of 32 DTH channels telecasting high-quality educational programs on 24×7 basis using the GSAT-15 satellite.

  • Every day, there is new content for at least (4) hours, which is repeated 5 more times in a day, allowing the students to choose the time of their convenience.

  • The channels are uplinked from BISAG, Gandhinagar.

  • The contents are provided by NPTEL, IITs, UGC, CEC, IGNOU, NCERT, and NIOS.

  • The INFLIBNET Centre maintains the web portal.

Classical Test Theory vs. Item Response Theory

  • Computer Based Test

  • Computer Assisted Test

  • Computer Adaptive Test

  • Simulation Test

  • Linear on the Fly test

  • Computerized Fixed form test

  • Partially Adaptive Test

  • Branched or Contingent Test

Innovations in Evaluation Systems

  • Assessment

  • Evaluation

Inspection & Self-Evaluation Framework (ISEF): Ireland

Collaborative School Evaluation Model: New Zealand

Self-Evaluation Lead by Model Schools: Hong Kong

Program for International Student Assessment (PISA) -

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