General Paper On Teaching & Research Aptitude by S.M.

sale

Teaching aptitude
Unit 1 : Teaching :
1. Concept of teaching { definition and meaning of teaching}
2. Objectives of teaching
3. Level of teaching {memory level, understanding level , reflective level }
4. Characteristics of teaching
5. Basic requirement of teaching

Unit 2 : Learners Characteristics:

6. What is learner?
7. characteristics of adolescent learner
8. Characteristics of adult learners { academic , social , emotional and cognitive }
9. Individual difference (ability , disability etc)

Unit 3: Factor Affecting Teaching

10. Teaching affecting factor
11. Learning affecting factor
12. Support material ( what is only)
13. Instructional facilities ( what is only)
14. Learning environment ( what is only)
15. Institution ( what is only)

Unit 4: Method Of Teaching In Institutions Of Higher Education

16. Teacher centered
17. Learner centered { student centered )
18. Difference between Teacher centered and Learner centered
19. Offline teaching method
20. Online teaching method
21. Difference between online and offline teaching method
22. Swayam
23. Swayamparbha
24. MOOCs

unit 5 : Teaching Support System:

25. Traditional teaching support system
26. Modern teaching support system
27. ICT based teaching support system

unit 6: Evaluation Systems :

28. What is evaluation of teaching?
29. Element of evaluations systems
30. Types of evaluation systems
31. Evaluation in choice based credit systems in higher education ( search on ugc website)
32. Computer based testing
33. Innovation in evaluation systems
General Paper On Teaching & Research Aptitude by S.M. sale
General Paper On Teaching & Research Aptitude by S.M. sale

unit 1: teaching
(1) Concept of teaching :
o What is teaching: teachers are the backbone of every society and they play a vital role in nurturing the mind of
the young child. The best teacher always gives knowledge and skills in every effective way to a young student.
teaching basically means the interaction of teacher and student in an interactive way where both of them
participate for their mutual benefits. Both the student and teacher can have their own objectives and target. {
शिक्षक हर समाज की रीढ़ होते हैं और वे छोटे बच्चे के शिमाग के पोषण में महत्वपूणण भू शमका शिभाते हैं । सबसे अच्छा शिक्षक
हमे िा युवा छात्र को हर प्रभावी तरीके से ज्ञाि और कौिल िे ता है । अध्यापि का मू ल अर्ण है शिक्षक और छात्र का परस्पर
शियात्मक तरीके से संपकण करिा जहााँ िोिों अपिे पारस्पररक लाभ के शलए भाग ले ते हैं । छात्र और शिक्षक िोिों के अपिे उद्दे श्य
और लक्ष्य हो सकते हैं ।)
o The one word definition of teaching is just to train the student such that they can stands in their own
foot in our modern society

o Important definition :
1. H C Morrison:- Teaching is an intimate contact between the more mature personality and a less mature one.
2. Jackson:- Teaching is a face to face encounters between two or more persons, one of whom ( teacher) intends
to effect certain changes in the other participants ( students).
3. J B Hough and James K Duncan:- Teaching is an activity with four phases, a curriculum planning phase, an
instructing phase, and an evaluating phase. This dentition presents organizational aspect by which we can
describe and analyze the teaching process.
4. N.L.Gage (Democratic point of view):- Teaching is interpersonal influence aimed at changing the behavior
potential of another person.
5. Clerk : teaching refers to activities that are designed and performed to produce in student behavior

(2) Objectives of teaching :

1. Learner’s all around development.
2. Change in behavior of Lerner / student
3. Development of adjustment - the teacher should have change according to classroom environment
4. To bring desired change in public
5. To shape behavior and conduct
6. Acquisition of knowledge
7. Transformation of knowledge
8. Formation of itself
9. To provide a social and efficient member to society

(3) Level of teaching: The Overall object of teaching is to build over all personality of the learners and it
evolves around the development of learner’s capability, thinking and change in the behavior of students.
Different level of Teaching

Memory Level of Teaching Understanding Level of Teaching Reflective Level of Teaching

( स्मरणिक्ती) (समज) (को प्रशतशबंशबत करता है )
a) Memory Level of Teaching :
1. Memory level teaching emphasis on presentation of fact and information and it’s all about CRAMMING.
2. It is the initial stage of teaching
3. Knowledge or information is gained by learner through the memorization.
4. It is initial stage of teaching and induces the habit of ROTE (repetition)Learning of facts and subject matters
General Paper On Teaching & Research Aptitude by S.M. sale

5. Its provide students ability to retain and reproduce the learnt subject.
6. It covers only the knowledge-based objectives of Bloom’s Taxonomy. At this level, the student learns to
identify, recall or remembers the objects, events, ideas and retain them in memory.
7. The teacher plays a very dominating and authoritarian role while instructing
8. The evaluation system mainly includes Oral, Written and easy type examination as well organized and is simple
in nature so that it can be acquired through rote learning.
9. The role of the teacher is prominent (Primary & active) and that of the student is secondary (Secondary &
Passive).
10. Memory level teaching does not improve intelligence and increase student’s capability but this is required for
other types of teaching levels.

b) Understanding level of teaching (ULT)

1. Memory level teaching is the prerequisite for the understanding level of teaching as it talks about the
generalization of principles, theory and other key important facts.
2. This helps to build thinking level of students to make use of their acquired knowledge on the basis previously
known facts and subjects.
3. The teacher explains the student about the relationship between principles and facts and teaches them how
these principles can be applied.
4. It focuses on mastery of subject
5. It provides more and more opportunity for the students to develop skills of ‘Memory + Insight’
6. The evaluation system of this level is mainly objective type questions and essay.
7. Student and teacher both plays active role in the Understanding level of teaching

c) Reflective level of teaching (RLT)

Reflecting on something means giving careful thought to something over a period of time. It also means thinking
deeply about something.
1. It talks about both ‘Understanding level’ & ‘Memory Level’ teaching and its problem centered.
2. Its main objective to develop problem solving, critical and constructive, independent, original thinking.
3. At this level emphasis is laid on identifying the problem, defining it and finding a solution to it. The student’s
original thinking and creative-abilities develop at this level.
4. Student is Core ‘Active & Primary’ while Teacher becomes ‘Secondary & passive’ in this.
5. In Reflective level of teaching (RLT) Hunt is the main Proponent. It includes ULT and MLT. It is problem-
centered teaching. The students are assumed to adopt some sort of research approach to solve the problem.
Classroom environment is to be sufficiently ‘Open and Independent’
6. Hunt developed the reflective model of teaching which goes through the various steps including
creating a problematic situation. Formulate and verify hypothesis, data analysis and testing the
hypothesis around the problem.
7. Essay type test is used to evaluate the learning process.
8. The teaching at this level is not teacher-centered or subject-centered, it is leaner-centered.

Memory level  Understanding level  Reflective level

Memorizing the alphabets and Formation of an sentence an essay  Problem solving skill
numbers 

(4) characteristic of teaching:-

Teaching is a social and cultural process, which is planned in order to enable an individual to learn something in
his life. We can describe the nature and characteristics of teaching in following way:-
General Paper On Teaching & Research Aptitude by S.M. sale

1) Teaching is a complete social process- Teaching is undertaken for the society and by the society. With ever
changing social ideas, it is not possible to describe exact and permanent nature of teaching.
2) Teaching is giving information- Teaching tells students about the things they have to know and students
cannot find out themselves. Communication of knowledge is an essential part of teaching.
3) Teaching is an interactive process- Teaching is an interactive process between the student and the teaching
sources, which is essential for the guidance, progress, and development of students.
4) Teaching is a process of development and learning.
5) Teaching causes (का कारण बनता है ) a change in behavior.
6) Teaching is art as well as science.
7) Teaching is face to face encounter.
8) Teaching is observable, measurable and modifiable.
9) Teaching is skilled occupation:- Every successful teacher is expected to know the general methods of
teaching-learning situations.
10) Teaching facilitates learning
11) Teaching is both conscious (जागरूक) and an unconscious process.
12) Teaching is from memory level to reflective level.
13) Teaching is a continuum (सातत्य) of training, conditioning, instruction, and indoctrination (भावना).
14) Teaching is essential(आवश्यक) an intellectual (बौद्धिक) activity
15) Teaching takes place dynamic (गततशील)environment

(5) Basic requirement of teaching :

1. The teacher : the teacher is and innovator of information and knowledge
2. The learner (student) : the learner is a dependent one and immature(अपररपक्व) in nature
3. The subject (topic): subject is the main concern in the whole endeavor (प्रयत्न) of teaching and learning process.
4. The environment: the learner’s growth and all around development are the main objective of teaching. this
possible only when there is a suitable environment for the teaching learning process

Unit 2 : Learners Characteristics:

(6) What is learner?

o A Learner is someone who is consistently learning. We all are the learner at some or the other time in our daily
life. To be precise, a learner at a particular time is that person who is learning about a particular subject
o For a decision maker, it is important to know the learner’s characteristics. It is essential to know what
factors affect their learning. Learning can be described that the process of acquiring new or modifying existing
knowledge, skill values, behavior and preferences.
o Learning is strongly based on the intellectual level, cognitive ability, perception, personality and attitude of a
learner. As individual many factors affect the learning of a person. They are bound to get influenced by the
social arena, cultural habits, and willingness of a person to adopt change.

(7) Characteristics Adult Learners'

1. Self-direction : Adults feel the need to take responsibility for their lives and decisions and this is why it’s
important for them to have control over their learning. Therefore, self-assessment, a peer relationship with
the instructor, multiple options and initial, yet subtle support are all imperative.
2. Practical and results-oriented : Adult learners are usually practical, resent theory, need information that
can be immediately applicable to their professional needs, and generally prefer practical knowledge that will
General Paper On Teaching & Research Aptitude by S.M. sale

improve their skills, facilitate their work and boost their confidence. This is why it’s important to create a
course that will cover their individual needs and have a more utilitarian content.
3. Less open-minded And therefore more resistant to change. : Maturity and profound life experiences usually
lead to rigidity, which is the enemy of learning. Thus, instructional designers need to provide the “why”
behind the change, new concepts that can be linked to already established ones, and promote the need to
explore.
4. Slower learning, yet more integrative knowledge: Aging does affect learning. Adults tend to learn less
rapidly with age. However, the depth of learning tends to increase over time, navigating knowledge and skills
to unprecedented personal levels.
5. Use personal experience as a resource : Adults have lived longer, seen and done more, have the tendency to
link their past experiences to anything new and validate new concepts based on prior learning. This is why it’s
crucial to form a class with adults that have similar life experience levels, encourage discussion and sharing,
and generally create a learning community consisting of people who can profoundly interact.
6. Motivation : Learning in adulthood is usually voluntary. Thus, it’s a personal choice to attend school, in order
to improve job skills and achieve professional growth. This motivation is the driving force behind learning and
this is why it’s crucial to tap into a learner’s intrinsic impetus with the right thought-provoking material that
will question conventional wisdom and stimulate his mind.
7. Multi-level responsibilities : Adult learners have a lot to juggle; family, friends, work, and the need for
personal quality time. This is why it’s more difficult for an adult to make room for learning, while it’s absolutely
crucial to prioritize. If his life is already demanding, then the learning outcome will be compromised. Taking
that under consideration, an instructional designer needs to create a flexible program, accommodate busy
schedules, and accept the fact that personal obligations might obstruct the learning process.
8. High expectations : Adult learners have high expectations. They want to be taught about things that will be
useful to their work, expect to have immediate results, seek for a course that will worth their while and not be a
waste of their time or money. This is why it’s important to create a course that will maximize their advantages,
meet their individual needs and address all the learning challenges.
(8) Characteristics of the Adolescent Learner

Five key areas

Intellectual(academic) Social Physical (cognitive) Emotional and Psychological Moral

1) Characteristics of young adolescent intellectual (बौद्धिक) development include:

a) Moving from concrete (िगड) to abstract thinking.
b) An intense curiosity and wide range of intellectual pursuit, few of which are sustained over the long term. तीव्र
उत्सु कता आशण बौद्धिक प्रयत्नां ची शवस्तृ त श्ृंखला, त्यातील काही िीर्णकालीि कालावधीत शटकूि राहतात.
c) High achievement when challenged and engaged. आव्हाि आशण व्यस्त तेव्हा उच्च यि शमळते
d) Prefers active over passive learning experiences.
e) Interest in interacting with peers (group of friends) during learning activities.
f) An ability to be self-reflective.
g) Demand the relevance in learning and what is being taught. (शिक्षणातील महत्त्व आशण काय शिकवले जात आहे याची
मागणी करु िकता)
h) Developing the capacity to understand higher levels of humor, some of which may be misunderstood by adults
to be sarcastic or even aggressive. (शविोिां ची उच्च पातळी समजू ि र्ेण्याची क्षमता शवकशसत करणे, त्यापैकी काही प्रौढां द्वारे
व्यं ग्यात्मक शकंवा अगिी आिमक असल्याचे समजू िकतात.)
2) Characteristics of young adolescent social development include:
a) Modeling behavior after that of older students, not necessarily that of parents and other adults.
General Paper On Teaching & Research Aptitude by S.M. sale

b) Experimenting with ways of talking and acting as part of searching for a social position with peers.
c) Exploring questions of racial and ethnic identity and seeking peers who share the same background.
d) Exploring questions of sexual identity in visible or invisible ways.
e) Feeling intimidated or frightened by the initial middle school experience.
f) Liking fads and being interested in popular culture.
g) Overreacting to ridicule, embarrassment, and rejection.
h) Seeking approval of peers and others with attention-getting behaviors.
i) As interpersonal skills are being developed, fluctuates between a demand for independence and a desire for
guidance and direction

3) Characteristics of young adolescent physical development include:

a) Restlessness and fatigue due to hormonal changes.
b) A need for physical activity because of increased energy.
c) Developing sexual awareness, and often touching and bumping into others.
d) A concern with changes in body size and shape.
e) Physical vulnerability resulting from poor health/dietary habits or engaging in risky behaviors.
f) Bodily changes that may cause awkward, uncoordinated movements

4) Characteristics of young adolescent emotional and psychological development include:

a) Mood swings marked by peaks of intensity and by unpredictability.
b) Needing to release energy, with sudden outbursts of activity.
c) A desire to become independent and to search for adult identity and acceptance.
d) Self-consciousness and being sensitive to personal criticism.
e) Concern about physical growth and maturity.
f) A belief that their personal problems, feelings, and experiences are unique to themselves.
g) Overreacting to ridicule, embarrassment, and rejection.
h) Seeking approval of peers and others with attention-getting behaviors.

5) Characteristics of young adolescent moral development include:

a) An understanding of the complexity of moral issues (question values, cultural expressions, and religious
teachings).
b) Being capable of and interested in participating in democracy.
c) Impatience with the pace of change, and underestimating how difficult it is to make social changes.
d) Needing and being influenced by adult role models who will listen and be trustworthy.
e) Relying on parents and important adults for advice, but wanting to make their own decisions.
f) Judging others quickly, but acknowledging one’s own faults slowly.
g) Show compassion and are vocal for those who are downtrodden or suffering and have special concern for
animals and environmental issues.

(9) Indiacidual difference

 Most Common Learning Disabilities
1. Dyslexia: Dyslexia is perhaps the best known learning disability. It is a learning disorder that impedes the
student’s ability to read and comprehend a text. There are a variety of ways in which this disability can be
manifested. Some people struggle with phonemic awareness, which means they fail to recognize the way words
break down according to sound. Similar problems can occur with phonological processing, wherein students
General Paper On Teaching & Research Aptitude by S.M. sale

cannot distinguish between similar word sounds. Other issues relate generally to fluency, spelling,
comprehension and more. Students may experience one reading issue or multiple issues when struggling with
dyslexia.
2. ADHD: Attention Deficit/Hyperactivity Disorder has affected more than 6.4 million children at some point.
While there is some debate as to whether or not ADHD is a learning disability in the most technical sense, there
is no doubt that it is a common learning impediment. Students who have ADHD have difficulty paying attention
and staying on task. These students can be easily distracted and often have difficulty in traditional school
settings. Experts link ADHD with the structure of the brain, and there is evidence that ADHD may have a genetic
component as well. Unlike typical learning disabilities, which need instructional interventions, ADHD can be
successfully treated with medications and behavioral therapies.
3. Dyscalculia: Math is another major area of concern when it comes to learning disabilities. While difficulty with
reading can affect a student’s ability in math, some students also suffer from dyscalculia, which is a disorder
that specifically affects one’s math capabilities. Dyscalculia can range from an inability to order numbers
correctly and extend to limited strategies for problem solving. Students with math disorders may have trouble
performing basic math calculations, or they may have difficulty with concepts like time, measurement or
estimation.
4. Dysgraphia: While reading disabilities receive the most attention, writing disabilities can be equally difficult to
overcome. These disabilities are known as dysgraphia. Dysgraphia can be related to the physical act of writing.
These students often cannot hold a pencil correctly, and their posture may be tense while trying to write. This
leads them to tire easily, causing discouragement that further inhibits progress. Dysgraphia can also refer to
difficulty with written expression. With this type of disability, students have trouble organizing their thoughts
coherently. Their writing may be redundant or have obvious omissions that affect the quality and readability of
the text. Dysgraphia may also cause students to struggle with basic sentence structure and grammatical
awareness.
5. Processing Deficits: Learning disabilities are also connected to processing deficits. When students have a
processing deficit, they have trouble making sense of sensory data. This makes it hard for students to perform
in a traditional classroom without instructional supports. These deficits are most often auditory or visual, and
they can make it hard for students to distinguish and remember important information that is needed to
succeed.
These five learning disabilities can manifest with varying degrees of severity, and some students may
struggle with more than one. By understanding these disabilities, it is possible to find workable solutions so that
every student can succeed in the classroom.

Factor Affecting Teaching

Its well-known fact and based on various study to examine the direct and indirect effects of factors affecting the
learning process or teaching significant evidence was provided that the learning process and teaching is affected
both by direct and indirect variable. Not only this teaching process also gets impacted based on ‘individual’s
characteristics’ of learner and teacher along with the environmental factors that influence their integration in the
class room
General Paper On Teaching & Research Aptitude by S.M. sale

Teacher affecting factor: Teacher plays an important role in the teaching-learning process as facilitator of
learning. By adopting the best teaching techniques and efficient methods a teach could explore the right talent
of the learners to help them towards quality learning process.

It depends on the various factors of teacher-

1) Educational Qualification – Learning of different subjects and area can provide highly valued instruction
which can effect than one who with only general degree. If you compare the teacher who has M.ED or PhD you
will be able to identify the different ways of thinking and imparting knowledge to students.
2) Skills – ‘Teaching Talent’ is different psychology. One who has higher degree can’t assure he has right instinct
and can teach in better way than others. Teaching skill is all about you connect with students; it depends on the
method of teaching you apply, your way of explanation and engagement with students in the class room.
Teacher need to have mastery of following skill –
o Communication skills for better involvement and engagement
o Use of teaching aids effectively
o Selection of teaching method appropriately
o Passion for teaching
o Human relation skills to act as best guide or mentor
3) Experience – its well-known fact that it’s easy to become teacher after fulfilling the criteria but they actually
become ‘Master’ with their experience. High Qualification may give teachers edge in terms of understanding
the different topics or complex formula but it’s the experience in the classroom which helps you to learn and
employ better methods to effect learning of students. This is also required to handle different mindset of
different students in the class-room.
4) Subject matter – Many time teachers has been assigned a subject in which he is not specialized and he himself
not in better position to help learners in effective way …so the passion towards the subject and SME is also key
factor that impact learning of students. For example, this is very rare chance that Arts Teacher can give good
learning experience in subjects related to science.

Learning affecting factor :

o Learning is most effective when the differences in learner’s language, cultural and social
behaviors are taken into account, it’s necessary to take note of intelligence, ethnic group, race, belief
and socioeconomic status of the learners which can influence the teaching in the class room.
o Every individual is different with others in the terms of physical, social and cultural orientation; these
aspects make learner different from one another.
o Also its depends on the interest of the learner including the aptitude, attitude, motivation, mental
health and aspiration towards the goals of life.
o In short – Psychological difference of learns plays important role in the terms of ability to learns
things in the class room.
Environment related factors :

1) Support materials – Teacher Support system is set of tools that will improve student’s achievement by
improving the capacity of teachers. Different teaching Aid and Support System influences the way decision are
made and information is passed to students. Its help to analyze the area in which students are under
performing. This also helps teachers to gain new skill to increase student learning by use of effective strategies.
This is vast area which included many sub section to be worked upon by teacher to improve overall learning
process through effective use of tools, assessment methods and professional development.
1. Student assessments and scores
2. Teaching Strategies and lesson plans
3. Standards and benchmark
4. Effective use of traditional, modern and ICT based tools
General Paper On Teaching & Research Aptitude by S.M. sale

5. Instructional facilities Teaching Aids – Teaching aids are an integral component in any classroom. The
many benefits of teaching aids include helping learners improve reading comprehension skills,
illustrating or reinforcing a skill or concept, differentiating instruction and relieving anxiety
or boredom by presenting information in a new and exciting way.

Learning environment
a) Class-room environments – Class room environment plays important role in learning process and it affects
both teacher and learner. While this is to be maintained by both by teacher and students. For active
participation in education, concentration of students is required. Teacher need to focus of behavior of students
along with other factors to improve the class-room environment so that students listen teachers’ voice while
interacting with students.
b) Socio-economic factor – Economic and social background of teacher and students also affect learning curve. It
has direct and indirect effects on thinking level of students and teacher both. Various study of teaching has
pointed poor and rich student classify economically and these factor has influence on their learning speed. On
other side if teacher is less paid in terms of salary this also impact his thinking level and ways of teaching in the
classroom.
c) Expectations – Every parent have some sort of expectation with his ward in terms of what and where they
want to see their children. This has psychological impact on students causing stress and impairments. It often
seen that if student is not able to perform mentally it create depression and sometime leads to life failure.
That’s the reason parent’s involvement in the learning process in important to ease out burden on students and
helping them to improve learning as over all.

Institution – Teacher is abiding by administrative policy of the institution effecting the learning process. There
are chances that Teacher want to deliver in a way he loves to do but the institute policy don’t allow him to use
his own method. This leads to dissatisfaction in teacher causing learning process to slow down. It should not be
the case that teacher should allow the way they want but effective planning of lesson and consultation to
improve learning path is required in line with the institute policy.

NCERT (National Council of Educational Research and Training) in its publication Core Teaching
Skills (1982) has laid stress on the following teaching skills.
1. Writing instructional objectives
2. Organizing the content
3. Creating set for introducing the lesson
4. Introducing a lesson
5. Structuring classroom questions
6. Question delivery and its distribution
7. Response management
8. Explaining
9. Illustrating with examples
10. Using teaching aids
11. Stimulus variation
12. Pacing of the lesson
13. Promoting pupil participation
14. Use of blackboard
15. Achieving closure of the lesson
16. Giving assignments
17. Evaluating the pupil’s progress
18. Diagnosing pupil learning difficulties and taking remedial measures Management of the class
General Paper On Teaching & Research Aptitude by S.M. sale

Method of Teaching in Institutions Of Higher Education

 Various Methods with Advantages & Disadvantages

1) THE LECTURE METHOD :- A formal or semi-formal discourse in which the instructor presents a series of
events, facts, or principles, explores a problem or explains relationships
1. It creates new ideas.
2. It is good for a large class.
3. The teacher is experienced and has mastery on the subject, explain all points and can answer all questions
raised by students.
4. Students can ask if they need any clarification.
5. Learn through listening
6. The teacher explains all the points.
7. Students give their input
8. Teacher discusses the whole topic in the class in easy language students can easily understand the topic.
9. It is good for a large class.
10. The teacher provides all knowledge related to the topic.
11. Time-saving as a teacher is supposed to finish the lecture on time.
12. Students give their views at the end of the lecture.
13. Students can ask the question if they have any problem to understand the lecture.
14. Students attentively listen to a lecture and take notes as the teacher ask questions at the end of the lecture.
15. Students know and understand basic concepts.
16. The teacher knows all the students so he/she can use suitable strategies for the class to make them understand.
17. The teacher is experienced and has mastery on a subject and can answer all questions by students.
18. Teacher share information with students so it creates interest in students.
19. Students are more involved and participate when teacher ask the question.
20. The teacher provides notes.
21. Students easily understand every point.
22. Students share knowledge with the teacher.
Uses advantage disadvantage
1. To orient students. 1. Saves time. 1. Involves one-way communication.
2. To introduce a subject. 2. Permits flexibility. 2. Poses problems in skill teaching.
3. To give directions on procedures. 3. Requires less rigid space 3. Encourages student passiveness.
4. To present basic material. requirement. 4. Poses difficulty in gauging student
5. To introduce a demonstration, 4. Permits adaptability. reaction.
discussion, or performance. 5. Permits versatility. 5. Require highly skilled instructors.
6. To illustrate the application of 6. Permits better centre over
rules, principles, or concepts. contact and sequence.
7. To review, clarify emphasis or
summaries.

2) THE DISCUSSION METHOD: - A method in which group discussion techniques is used to reach
Instructional objectives.
1. Students listen to other’s opinion & express
2. Discuss with teachers the points that were miss
3. Students learn on their own & find out key point
4. Students exchange their ideas
5. Students get point of view of all angle
6. After discussion when students give their present teacher corrects their mistakes.
General Paper On Teaching & Research Aptitude by S.M. sale

7. Students can make their own notes

8. The learning is more effective.
9. They don’t have to rely on rote learning.
10. Develops creativity among students.
11. It evokes thinking among students.
12. Students have time for preparation of topic.
13. Students should have material and knowledge before discussion. Suggestion
14. Only those students participate who have confidence
15. Concepts become clear after discussion.
16. Every student gives his/ her opinion.

uses Advantages Disadvantages

1. To develop imaginative solutions to 1.Increase students interest 1. Require highly skilled
problem 2.Increases students acceptance instructor.
2.To stimulate thinking and interest and commitment 2. Requires preparation by the
3.To emphasis main teaching points. 3.Utilises student knowledge and student.
4. To supplement lectures, reading & experience 3. Limits content.
laboratory exercises. 4.Results in more permanent 4. Consumes time.
5. To determine how well the learning because high degree of 5. Restricts the size of groups.
student understands concepts and student participation.
principle
6. To prepare students for application
of the theory of procedure.
7. To summaries, clarify points or
review.

3) THE PROGRAMMED INSTRUCTION METHOD :- A method of self-instruction

1. To provide remedial instruction.
2. To provide make-up instruction for late arrivals, absentees, or translents.
3. To maintain previously learned skills which are not performed frequently enough.
4. To provide retraining on equipment and procedures which have become obsolete
5. To upgrade production.
6. To accelerate capable students.
7. To provide enough common background among students.
8. To provide the review and practice of knowledge and skills.

Uses/Advantages Disadvantages
1. Reduce failure rate. 1. Require local or commercial preparation.
2. Improves end-of-course proficiency. 2. Requires lengthy programmer training.
3. Saves time. 3. Increases expenses.
4. Provides for self-instruction 4. Requires considerable lead time.

4) THE STUDY ASSIGNMENT METHOD: - A method in which the instructor assigns reading to books, periodicals,
project or research papers or exercises for the practice.
1. To orient students to a topic prior to classroom or Laboratory work.
2. It enhances the ability of research on any topic as the students search topic from different books, website etc
3. Active learning
4. To set the stage for a lecture demonstration or discussion.
General Paper On Teaching & Research Aptitude by S.M. sale

5. To provide for or capitalize on individual differences in ability, background, or experience through

differentiated assignment
6. To provide for the review of material covered in class or to give practice.
7. To provide enrichment material.

Uses/Advantages Disadvantages
1 .Increase coverage of material. 1. Require careful planning and follow up.
2 .Reduce classroom time. 2. Poses an evaluation problem.
3 .Permits individual attention. 3. Produce non-standard results.

5) THE TUTORIAL METHOD : A method of instruction in which an instructor works directly with an individual
student.
1. To reach highly complicated skills operations or operations involving danger or expensive equipment.
2. To provide individualized remedial assistance
Uses/Advantages Disadvantages
1. Permits adaptive instruction. 1. Requires a highly competent
2. Stimulates active participation. instructor.
3. Promotes safety 2. Demands time and money

6) THE SEMINAR METHOD :- A tutorial arrangement involving the instructor and groups, rather than instructor
and individual
1. To provide general guidance for a group working on an advanced study or research project.
2. To exchange information on techniques and approaches being explored by members of a study or research
group.
3. To develop new and imaginative solutions to problems under study by the group.

Uses/Advantages Disadvantages
1. Provides motivation and report. 1. Requires a highly competent instructor.
2. Stimulates active participation. 2. Poses evaluation problems.
3. Permits adaptive instruction. 3. Is more costly than most other methods.

7) THE DEMONSTRATION METHOD: A method of instruction where the instructor by actually performing an
operation or doing a job shows the students what to do, how to do it, and through explanations brings out why,
where, and when it is done.
1. To teach manipulative operations or procedures.
2. To teach troubleshooting.
3. To illustrate principles.
4. To teach operation or functioning of equipment.
5. To teach teamwork.
6. To set standards of workmanship.
7. To teach safety procedures

Uses/Advantages Disadvantages
1. Minimize damage and waste 1. Require careful preparation and rehearsal.
2. Saves time 2. Requires special classroom arrangements.
3. Can be presented to large groups. 3. Requires tools and equipment.
4. Enable learning evaluation. 4. Requires more instructors.
General Paper On Teaching & Research Aptitude by S.M. sale

There are different types of teaching methods which can be categorized into four broad types.
1. Teacher-centered methods,
2. Learner-centered methods,
3. Content-focused methods; and
4. Interactive/participative methods.
1. Instructor/Teacher Centered Methods
Here the teacher casts himself/herself in the role of being a master of the subject matter. The teacher is looked
upon by the learners as an expert or an authority. Learners, on the other hand, are presumed to be passive and
copious recipients of knowledge from the teacher.
Examples of such methods are expository or lecture methods – which require little or no involvement of learners in
the teaching process. It is also for this lack of involvement of the learners in what they are taught, that such
methods are called “closed-ended”.
2. Learner-Centered Methods
In learner-centered methods, the teacher/instructor is both a teacher and a learner at the same time. In the words
of Lawrence Stenhouse, the teacher plays a dual role as a learner as well “so that in his classroom extends rather
than constricts his intellectual horizons”.
The teacher also learns new things every day which he/she didn’t know in the process of teaching. The teacher
“becomes a resource rather than an authority”. Examples of learner-centred methods are discussion method,
discovery or inquiry-based approach and the Hill’s model of learning through discussion (LTD).
3. Content-Focused Methods
In this category of methods, both the teacher and the learners have to ¦t into the content that is taught. Generally,
this means the information and skills to be taught are regarded as sacrosanct or very important.
A lot of emphases is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot
alter or become critical of anything to do with the content. An example of a method which subordinates the
interests of the teacher and learners to the content is the programmed learning approach.
4 Interactive/Participative Methods
This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on
either the learner, content or teacher. These methods are driven by the situational analysis of what is the most
appropriate thing for us to learn/do now given the situation of learners and the teacher.
A Look at the Differences between Teacher-Centered and Learner-Centered Learning

Teacher-Centered Learner-Centered

Focus is on instructor Focus is on both students and instructor

Focus is on language forms and structures (what the

Focus is on language use in typical situations (how
instructor
students will use the language)
knows about the language)

Instructor models; students interact with instructor

Instructor talks; students listen
and one another

Students work in pairs, in groups, or alone

Students work alone
depending on the purpose of the activity

Students talk without constant instructor

Instructor monitors and corrects every student
monitoring; instructor provides
utterance
feedback/correction when questions arise

Students answer each other’s questions, using

Instructor answers students’ questions about language
instructor as an information resource
General Paper On Teaching & Research Aptitude by S.M. sale

Instructor chooses topics Students have some choice of topics

Students evaluate their own learning; instructor

Instructor evaluates student learning
also evaluates

Classroom is quiet Classroom is often noisy and busy

Off-line vs. On-line methods

 Differences Between Online Learning and Offline Learning

1. The main difference between online and online learning is location. With online learning, participants are
required to travel to the training location, typically a lecture hall, college or classroom. With online learning, on
the other hand, the training can be conducted from practically anywhere in the world. Participants simply need
to log on to the internet from their home, work or even their local coffee shop.
2. Another difference is the flexibility offered. Online learning usually has a more flexible timescale. As a trainer,
you can offer your support via email or through an online chat system. With online learning, it is typically
carried out between office hours and doesn’t offer as much flexibility to the learner or the trainer.

 What are the benefits of online vs. offline learning?

Although online learning has become the preferred method for the majority of learners, it’s
important not to dismiss the benefits of online training too.
1. With online training courses, you and the course attendees benefit from a more casual, flexible approach. Being
unrestricted in regard to location and times means every learner can benefit from the courses.
2. With online learning, it’s easier to ensure attendees are paying attention to the training. Some learners also find
it easier to retain the knowledge and skills they’ve learnt through online training than they do with online
training.
3. As there are benefits to both learning options, it makes sense to offer a combined online and online learning
approach as a trainer.

SWAYAM (Study Webs of Active Learning for Young Aspiring

1. SWAYAM is a programmer initiated by Government of India and designed to achieve the three cardinal
principles of Education Policy viz., access, equity and quality.
2. The objective of this effort is to take the best teaching learning resources to all, including the most
disadvantaged.
3. SWAYAM seeks to bridge the digital divide for students who have hitherto remained untouched by the digital
revolution and have not been able to join the mainstream of the knowledge economy.
4. This is done through an indigenous developed IT platform that facilitates hosting of all the courses, taught in
classrooms from 9th class till post-graduation to be accessed by anyone, anywhere at any time.
5. All the courses are interactive, prepared by the best teachers in the country and are available, free of cost to
the residents in India.
6. More than 1,000 specially chosen faculty and teachers from across the Country have participated in preparing
these courses. (SWAYAM MOOC AND SWAYAM PRABHA)
7. The courses hosted on SWAYAM are in 4 quadrants –
(1) Video lecture,
(2) Specially prepared reading material that can be downloaded/printed
General Paper On Teaching & Research Aptitude by S.M. sale

(3) Self-assessment tests through tests and quizzes and

(4) An online discussion forum for clearing the doubts.
8. Steps have been taken to enrich the learning experience by using audio-video and multi-media and state of the
art pedagogy / technology.
9. In order to ensure best quality content are produced and delivered, nine National Coordinators have been
appointed:
10. They are AICTE for self-paced and international courses, NPTEL for engineering, UGC for non technical post-
graduation education, CEC for under-graduate education, NCERT & NIOS for school education, IGNOU for out of
the school students, IIMB for management studies and NITTTR for Teacher Training programme.
11. Courses delivered through SWAYAM are available free of cost to the learners, however students wanting
certifications shall be registered, shall be offered a certificate on successful completion of the course, with a
little fee.
12. At the end of each course, there will be an assessment of the student through proctored examination and the
marks/grades secured in this exam could be transferred to the academic record of the students.
13. UGC has already issued the UGC (Credit Framework for online learning courses through SWAYAM) Regulation
2016 advising the Universities to identify courses where credits can be transferred on to the academic record
of the students for courses done on SWAYAM.
14. SWAYAM platform is indigenously developed by Ministry of Human Resource Development (MHRD) and All
India Council for Technical Education (AICTE) with the help of Microsoft and would be ultimately capable of
hosting 2000 courses and 80000 hours of learning: covering school, under-graduate, post-graduate,
engineering, law and other professional courses.

Detail but short :

 Swayam uses indigenously developed IT platform, facilitating hosting of all courses, taught in classrooms from
Class 9 till post-graduation to be accessed by anyone, anywhere at any time.
 Swayam aims to provide interactive courses, prepared by best teachers in the
country and are available free of cost to the residents in India. Over 1,000 specially chosen teachers from
across the country have participated in preparing Swayam courses.
 Course format: Swayam courses are available on swayam.gov.in website in four quadrants: video lecture,
specially-prepared reading material that can be downloaded/printed, self-assessment tests through tests and
quizzes and an online discussion forum for clearing the doubts.
 National coordinators: To ensure best quality content, seven national coordinators have been appointed.
They are NPTEL for engineering, UGC for post-graduation education, CEC for under-graduate education, NCERT
& NIOS for school education, IGNOU for out of the school students and IIMB for management studies.
 Cost: Swayam courses are available free of cost to the learners.
 Certification: Students wanting Swayam certifications need to register. They would be offered a certificate on
successful completion of the course and charged a little fee.
 Transferable marks/grades: At the end of each course, students would also be accessed through proctored
examination and the marks/grades secured in this exam could be transferred to the academic record of the
students. For this, the UGC has issued UGC (Credit Framework for online learning courses through Swayam)
Regulation 2016, advising the universities to identify courses where credits can be transferred on to the
academic record of the students for courses done on Swayam.
 Indigenous Swayam platform: It has been indigenously developed by Ministry of Human Resource
Development (MHRD) and All India Council for Technical Education (AICTE) with the help of Microsoft.
 Total courses: Swayam platform is capable of hosting 2000 courses and 80000 hours of learning, covering
school, under-graduate, post-graduate, engineering, law and other professional courses.
General Paper On Teaching & Research Aptitude by S.M. sale

MOOC (Massive Open Online Course)

 MOOC (Massive Open Online Course) platforms are fast gaining popularity in India.
 Many Indian students and working professionals have now started embracing MOOC platforms to develop
deeper knowledge in their respective subjects.
 Considering the popularity and relevance of MOOCs, Government of India has also launched an indigenous
platform, SWAYAM.
 SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) is basically an integrated MOOCs platform
for distance education that is aimed at offering all the courses from school level (Class IX) to post-graduation
level.
 The platform has been developed collaboratively by MHRD (Ministry of Human Resource Development) and
AICTE (All India Council for Technical Education) with the help of Microsoft and is capable of hosting 2,000
courses.
 It may be noted that MHRD has also launched 32 DTH (Direct-To-Home) educational TV channels called
SWAYAM Prabha.
 The DTH channels would broadcast education content (created on the MOOC platform, SWAYAM) to students
24X7.
 The MOOC platform has been launched by the government with the objective of taking “the best teaching-
learning resources to all, including the most disadvantaged,” informs the official website.
 As per the Finance Minister of India, Arun Jaitley, “SWAYAM will enable students to virtually attend the
courses taught by the best faculty; access high quality reading resources, participate in discussion forums; take
tests and earn academic grades.”

Major features of the government’s online education platform, SWAYAM include:

1. Course type and duration: There are two types of courses offered through SWAYAM – Credit and Non-Credit.
Credit course is a course taught for at least one semester as part of a subject. Non-credit courses include
courses such as awareness programme and specific skill-set training, which are not part of any set curriculum.
Such courses can be of shorter duration, usually ranging from two to four months.
2. Course components: Courses hosted on SWAYAM are available for students in four components: video
lectures, downloadable/ printable reading material, self assessment tests through quizzes and tests, and an
online discussion forum for clearing doubts.
3. Eligibility: Online education courses offered through the portal of SWAYAM (swayam.gov.in) can be accessed
by anyone, anywhere, any time.
4. Course fee: Courses offered via SWAYAM are free of cost for residents of India. However, in order to obtain
certificate for a particular course students need to pay a nominal fee. And specific skill-set training, which are
not part of any set curriculum. Such courses can be of shorter duration, usually ranging from two to four
months. Course components: Courses hosted on SWAYAM are available for students in four components: video
lectures, downloadable/ printable reading material, self assessment tests through quizzes and tests, and an
online discussion forum for clearing doubts.
5. Eligibility: Online education courses offered through the portal of SWAYAM (swayam.gov.in) can be accessed
by anyone, anywhere, any time. Course fee: Courses offered via SWAYAM are free of cost for residents of India.
However, in order to obtain certificate for a particular course students need to pay a nominal fee. (SWAYAM
MOOC AND SWAYAM PRABHA)
6. Certification: Students who wish to obtain certificates for their courses need to get themselves registered on
SWAYAM portal. Also, certificates are awarded to students only after successful completion of the course.
7. Credits: At the end of each course, students will be assessed through a proctored exam. Marks/ grades secured
by students in the exam can be transferred to their academic records. To implement the same, UGC has issued
UGC (Credit Framework for online learning courses through SWAYAM) Regulation 2016 recommending
universities to identify courses in which credits can be transferred to students’ academic records.
General Paper On Teaching & Research Aptitude by S.M. sale

National Coordinators for SWAYAM – SWAYAM MOOC AND SWAYAM PRABHA – ONLINE TEACHING
METHODS
In order to ensure delivery of quality content, seven NCs (National Coordinators) have been appointed by the
government and assigned a specific sector for preparation of online courses for SWAYAM. The seven NCs along
with their designated sectors are as mentioned below: National MOOC Coordinators Sectors
o UGC (University Grants Commission) : Non-technology postgraduate degree programmes
o NPTEL (National Programme on Technology Enhanced Learning) : Technical/ engineering UG & PG degree
programmes
o CEC (Consortium for Educational Communication) : Non-technology undergraduate degree programmes
o IGNOU (Indira Gandhi National Open University) : Diploma and certificate programmes
o NCERT (National Council of Educational Research and Training) : School educational programmes from
Class IX to XII
o NIOS (National Institute of Open Schooling) Out-of-school children educational : programmes from Class
IX to XII
o IIM Bangalore (Indian Institute of Management Bangalore) : Management programmes

SWAYAM PRABHA TEACHING

The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting of high-quality educational
programmes on 24X7 basis using the GSAT-15 satellite. Every day, there will be new content for at least (4) hours
which would be repeated 5 more times in a day, allowing the students to choose the time of their convenience. The
channels are uplinked from BISAG, Gandhi nagar. The contents are provided by NPTEL, IITs, UGC, CEC, IGNOU,
NCERT and NIOS. The INFLIBNET Centre maintains the web portal.

The DTH Channels shall cover the following:

a) Higher Education: Curriculum-based course contents at post-graduate and undergraduate level covering
diverse disciplines such as arts, science, commerce, performing arts, social sciences and humanities,
engineering, technology, law, medicine, agriculture, etc. All courses would be certification-ready in their
detailed offering through SWAYAM, the platform being developed for offering MOOCs courses.
b) School education (9-12 levels): modules for teacher’s training as well as teaching and learning aids for children
of India to help them understand the subjects better and also help them in preparing for competitive
examinations for admissions to professional degree programmes.
c) Curriculum-based courses that can meet the needs of life-long learners of Indian citizens in India and abroad.
d) Assist students (class 11th & 12th) prepare for competitive exams

SWAYAM Prabha-Educational Contents through DTH

Government has approved a project to launch the ‘SWAYAM Prabha’-a project for operationalising 32 Direct to
Home (DTH) Television Channels for providing high quality educational content to all teachers, students and
citizens across the country interested in lifelong learning. There will be new content of four hours every day, which
would be telecast six times a day allowing the student to choose the time of his/her convenience.
The main features of SWAYAM Prabha would be as under:-
1. Curriculum based course contents covering diverse disciplines such as arts, science, commerce, performing
arts, social sciences and humanities subjects, engineering, technology, law, medicine, agriculture etc.
2. Covers all level of education: School education, undergraduate, postgraduate, engineering, out of school
children, vocational courses and teacher training.
3. The 32 channels are proposed to be launched before September 2016. Initially the programmes will be in
English but with the passage of time the programmes will be launched in regional languages also.

Teaching Support System

Today, in the 21st century understanding is more important than ever. That is why it is vital for educators to
use methods or techniques in teaching that will enable learners to use their knowledge efficiently to solve problem
General Paper On Teaching & Research Aptitude by S.M. sale

in their daily lives.

The rapid growth of Information and Communication Technologies (ICT) has challenged the traditional
method of teaching and changed the educational landscape globally. The teaching method is now divided into two
different ways of thinking on education, one is traditional and other one is ICT Method.
Most of the teachers and experts have explored new methods of teaching and believe that modern methods or
the ICT method is better than the traditional method of teaching.
When we talk about teaching methods then our society divides into three groups; one group favors the
traditional teaching methods, second group favors modern teaching methods and third group is the one who
supports the combination of both for effective teaching.

Traditional teaching methods and support system

Traditional education, also known as back-to- basics, conventional education or customary education,
refers to long-established customs that society traditionally used in schools.
o The back-to-basics traditional education method, also known as ‘chalk & talk method’
o This old fashioned way of teaching was all about the recitation and memorization techniques.
o The traditional role of teaching focuses on the teacher as organizers of learning activity providers of
information and experts of knowledge.
o The teacher carries too much of responsibility for teaching in the classroom to make sure everything they are
teaching is understood by the students.
o Teacher is also responsible to control class where the teacher teaches using blackboard, explains concepts,
asks students to copy and makes sure that students are paying attention
o This technique of teaching is a one-way flow of information in which the teacher often continuously talks for an
hour or more expecting that when he asks a question, the students will able to reproduce the same thing that
he was talking about.
o Every important thing regarding the topic is written on the blackboard and students make important notes
from the blackboard. After the lecture is over students revise their notes and try to memories the notes.
o Instruction based on textbooks, lectures and individual written assignments
o The main objective of traditional teaching is to pass the examination.

Merits and demerits of traditional teaching methods :

1. Traditional methods of teaching that are still being adhered to in the schools, It has more interaction between
the teacher and student.
2. Traditional teaching systems helps to build the discipline in the class room
3. Lack of collaboration and group learning
4. More emphasis on examinations and results rather than understanding of concepts

Tools used in Traditional Teaching Support System

1) Blackboard 6) Flash cards, flip cards 10) Dictionary, encyclopedias
2) Textbooks 7) Science lab apparatus, 11) Vedic math tools
3) Charts models 12) Puzzle books,
4) Images & posters 8) Workbook 13) general knowledge book
5) Maps & atlas, globes 9) Drawing books

Modern and ICT Based teaching methods

 Gone are the days of blackboard and chalk …it all replaced by LCD Projectors & interactive whiteboards in the
classroom. When we talk about the modern or ICT based education system it’s include fully fledged usages of
high tech equipment in the educational institutions
 Information and Communication Technology (ICT) in education is the mode of education that use
information and communications technology to support, enhance, and optimize the delivery of
information.
General Paper On Teaching & Research Aptitude by S.M. sale

 The Mobile learning (m ‐learning) as a form of e ‐learning is a rising trend where the education has
outgrown the physical constraints of the classrooms and acquired mobility. Student’s access information
whenever and wherever they want, and institutions that provides such advanced technological terrains is
rising in number day by day.
1. Use of computers or laptops & Technology-driven classrooms
2. Smart interactive boards with help of PowerPoint presentation and interactive videos
3. Use of microphones for delivering the lecture in the classroom
4. Emphasis on understanding of concepts, Activity-based learning and learning labs
Digitization in teaching, learning assessment and feedback improves learning process and it also helps
Integrative and social responsibility and civic engagement.
Collaborative learning and Problem-based learning is key aspect of Modern Teaching Methods.

Below are few key teaching techniques based on Modern and ICT Based teaching methods.

(1) Flipped Classroom – Its allow students to go beyond their normal boundaries and explore the lesson before
teacher describe them in class-room.
(2) Design Thinking & Creative ideas – This involves real life case to increase the curiosity, analytical skills and
creativity.
(3) Mind Maps – Use of self-learning tools
(4) Gamification – Learn through the play using quizzes and hunt ideas
(5) Free online Learning Tools
(6) ICT Based Teaching Methods – Virtual Reality , Virtual Labs , Open educational Resources
(7) Learning Management system (LMS) & Massive Open Online Courses (MOOCs)

Merits and demerits of modern and ICT based teaching methods

1. Interactivity and collaborative learning process with more interest among the students with the help of
interesting group activity
2. Lots of audio visual recording and online contents helps the students to understand the subject better and also
helps students to memories the concept for longer time
3. Modern teaching methods teacher can cover more syllabus in lesser time
4. Modern teaching methods can adversely affect the eyes of the students.
5. Less integration with teachers

Tools used in Modern & ICT based Support system

1. ICT Based Devices – Laptop / Pad / Electronic notebooks, E-reader etc.

2. Educational games/ Online Puzzles and quiz’s
3. Audio Visual Teaching aids (1. Audio Aids examples are Radio, Tape-recorder, Gramophone, Linguaphone,
Audio cassette player, Language laboratory 2. Visual Aids examples are while board, Maps, Pictures,
Models, T Slide projector, Print materials etc. 3. Audiovisual Aids examples are LCD project, Film
projector, TV, Computer, VCD player, Virtual Classroom, Multimedia etc.)
4. Flash educational games
5. CD/DVD, Projectors
6. Interactive white boards
7. Various electronic devices to support Games, VR , and LMS
General Paper On Teaching & Research Aptitude by S.M. sale

Evaluation Systems

6.

Research aptitude
Unit 1 : Research
1. Meaning of research { definition }
2. Types of research
3. Characteristics of research
4. Positivism and post- positivistic approach of research

Unit 2: Method Of Research

5. Experimental research method
6. Descriptive research method
7. Historical research method
8. Qualitative research method
9. Quantitative research method

Unit 3 : Steps Of Research

Unit 4 : Thesis And Article Writing
10. Thesis { introduction , purpose }
11. Article { introduction , purpose}
12. Difference between thesis and article
13. Format of thesis
14. Format of research article
15. Styles of referencing

Unit 5 : Application Of ICT In Research

Unit 6 : Research Ethics
General Paper On Teaching & Research Aptitude by S.M. sale

Communication
Unit 1 : Communication
1. Meaning { introduction and definition }
2. Types of communication
3. Characteristics of communication

Unit 2 : Effective Communication

4. What is effective communication
5. Verbal communication
6. Non –verbal communication
7. Difference between verbal and non verbal communication
8. Intra – cultural communication
9. Group communication
10. Difference between intra cultural communication and group communication

Unit 3 : Barriers To Effective Communication

Unit 4: Mass – Media And Society
11. Types Of Media Using For Communication
General Paper On Teaching & Research Aptitude by S.M. sale

Mathematical and reasoning and aptitude

1. Type of reasoning { deductive , inductive , addictive }

2. Number series problems

3. Letters series problems

4. Coding decoding problems

5. Relationship problems

6. Direction problems

7. Mathematical aptitude : fraction problems

8. Time and distance problems

9. Ratio problems

10. Proportion and percentage problems

11. Profit and loss problems

12. Interest and discount problems

13. Average
General Paper On Teaching & Research Aptitude by S.M. sale

Logical reasoning
1. Understanding the structure of arguments

2. Proposition problems

3. Statement problems

4. Analogies :

5. Venn diagram

6. Indian logic : means of knowledge

7. Pramana : pratyaksha ( perception )

8. Anumana (inference )

9. Upamana ( comparison)

10. Shabda ( verbal testimony)

11. Arthapatti (implication )

12. Anupalabddhi ( non – apprehension)

13. Structure and kinds of anumana (inference)

14. Vyapti ( invariable relation )

15. Hetvabhasas ( fallacies of inference)

Data interpretation

1. Bar chart problems

2. Histograms problems

3. Pie- chart problem

4. Table chart problem

5. Line chart problem

General Paper On Teaching & Research Aptitude by S.M. sale