Paper – 1

NATIONAL TESTING AGENCY (NTA)

PAPER – 1 || VOLUME – 1

Teaching & Research Aptitude, Comprehension

& Communication
 UGC NET PAPER – 1
S.N. Content P.N.
UNIT – I TEACHING APTITUDE
1. Teaching 1
2. Learner’s Characteristics 14
3. Factors Affecting Teaching 19
1.
4. Methods of Teaching in institutions of Higher Learning 25
5. Teaching Support System (Teaching Aids) 32
6. Evaluation Systems 42
7. Practice Questions 70
UNIT – II RESEARCH APTITUDE
1. Introduction 79
2. Methods of Research 89
3. Steps of Research 101
2. 4. Research Ethics 113
5. Thesis Writing 116
6. Application of ICT in Research 121
7. Practice Questions 125
UNIT – III COMPREHENSION
3. 1. Reading Comprehension 134
UNIT – IV COMMUNICATION
1. Introduction 149
2. Effective Communication 164
4. 169
3. Barriers of Effective Communication
4. Mass Media and Society 175
5. Practice Questions 180
 1 Teaching Aptitude
UNIT
Chapter -1 Teaching
• According to Heinrich Pestalozzi, ‘Education
Teaching Definitions is the natural harmonious and progressive
Teaching is the actions of a person who is development of man’s innate powers’. This
trying to help others to reach their fullest definition means each human being has
potential in all aspects of growth and immense natural, inborn talent or talents in
development. Teaching would result when him. Education provides development
the teacher indulges in any activity with the conducive atmosphere to him or her.
aim that students would learn something as a • John Dewey defines education as the
result of it. power by which man is able to control his
Teaching is an activity related to the effective environment and fulfill his possibilities.
transfer of knowledge and skills in any • According to Frobel, ‘Education is a
person/student. It limits or enhances the process by which the child develops its
ways a student learn concepts and ideas. inner potential in a manner so as to
Teaching is defined as 'facilitation of learning' participate meaningfully in the external
or in other words, the main objective of environment’.
teaching is to facilitate learning. • When a person imparts information or
• Swami Vivekananda defines education as skills to another, it is common to describe
the manifestation of perfection already in the action as teaching.
man. According to Swami Vivekananda, o Imparting may mean to share
the feel of “I am” could be developed experiences or communicating
through Services. information, for instance, lecture.
He also stated that "Education must • Teaching is regarded as both an art and
provide ‘life-building, man-making, science.
character-making assimilation of ideas”. o As an art, it lays stress on the

• Vivekananda said: “The education which imaginative and artistic abilities of the
does not help the common mass of teacher in creating a worthwhile
people to equip themselves for the situation in the classroom to enable
struggle of life, which does not bring out students to learn.
the strength of character, a spirit of o As a science, it sheds light on the

philanthropy, and the courage of a lion – logical, mechanical or procedural

is it worth the name? steps to be followed to attain an
• Aristotle defined education as a ‘creation effective achievement of goals.
of a sound mind in a sound body’.
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• Different educationists hold different • Teacher is expecting that students do
ideas regarding the concept of Teaching. everything by their own.
• “Teaching is intimate contact between a • This method is subject centric.
more mature personality and a less
mature one which designed to further the
Basic Teaching Models (2019)
education of the latter”. Morrison (1934) Pedagogy Model (2021, 22, 23, 24)
and Dewey (1934) expressed this concept
Pedagogy relates to the learning journey of
of teaching by an equation. “Teaching is
children & involves best practices to help
learning as selling is to buying”.
children learn Effortlessly.
According to Morrison Pedagogy is referred to as the science of
“Teaching is a disciplined social process in teaching and impacts the learning processes
which teacher influences the behaviour of of students. It is Focused on building on the
less experienced previous knowledge of the students. In this,
Pupil and helps him to develop according to the teacher plays a major role To go ahead in
needs and ideas of society”. the syllabus and solve the problems. It
According to Smith- “Teaching is an encourages the students to learn concepts
organised system of specific activity aim to and Apply them in real-life situations apart
help the learner, to learn from their books.
Something “. Pedagogy is a way of imparting knowledge
There are 3 processes involved in teaching: - and skills in the educational context. It plays
1. Agent or source producing the learning a very Important role in the early education
2. Goal or the target to be achieved of children. The teachers must make sure
3. Intervening variables that the students are in a good learning
According to Gage (1963) atmosphere for better learning outcomes.
• Art & Science of Teaching School Children
“Teaching is a form interpersonal influence
• A teacher-centered approach with fixed
aimed at changing the behaviour potential of
design
another person”.
• Teacher’s guidance and monitoring of
Types: -
learning is done here
1. Autocratic method – (Teacher centric)
Elements of pedagogical skills :
• Teacher decides everything
1. Content knowledge
• No feedback between more mature &
2. Teaching strategies
less/no mature one.
3. Student’s understanding of conceptions
2. Democratic Teaching – Best Method
of subject matter & learning
• Definition- Student centric
4. In pedagogical approach, the learner is
• Feedback is always done
dependent upon the instructor for all
3. Laissez – Faire Teaching – Put your hands
learning, and the teacher assumes full
off
responsibility for what is taught and how
• Teacher is not concerned with students.
it is learned.

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Components of Pedagogical analysis : 3. Association:
1. Object formulation • In this phase, learners are inspired to
2. Selection of teaching methods & materials connect new knowledge with what they
3. Content analysis already know, forming associations that
4. Selection of evaluation devices help to insert the new knowledge into
their mind or mental schema.
4. Generalisation:
• This stage involves filtering a general
principle or rule from the learning
experience. It's about abstracting the
key insights from specific examples or
experiences.
5. Application:
• In the final stage, learners are
motivated to apply their new
knowledge or skills to different
situations. This helps to strengthen
the learning and make it more robust.
According to Herbart, the sequence of
elements of Pedagogy of teaching and Properties :
learning are : 1. Related to school level children
2. Teacher-centered
1. Preparation
3. Evaluation is done by teachers
2. Presentation
4. Motivation is extrinsic (external)
3. Association
5. Completing for grades only
4. Generalization
5. Application Critical Pedagogy:
It is a unique teaching approach that tries to
1. Preparation: help students question and challenge control
• In this step, we prepare the learner's and the beliefs and practices that control.
mind to receive new knowledge. In other words, it is a theory and practice of
• It is about creating a productive or rich helping learners in achieving critical
ground for learning by relating new consciousness.
content to previous knowledge and Andragogy Model
experiences.
Andragogy is a learning theory for adults who
2. Presentation:
learn by themselves. It means that the
• In this step, fresh or updated
student is self driven and does not require
knowledge is presented to the learner. much guidance. They make use of various
• This may be in the form of a lecture, a resources which help them get through
demonstration, a text, a real-world major challenges and issues in learning. In
problem, or a thought-provoking this format students' experience of learning
question. plays an important part and helps them to
improve in the subject.
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It cannot be said that there won't be any role Techniques for Andragogy Instructions :
of a teacher but the guidance will be limited 1. Role Play
to discussing their experiences and progress 2. Storytelling
and understanding problem solving. 3. Microlearning
• Four Main Aspects of Andragogy- 4. Immersive learning
1. Learners must be involved in their The following are some key principles of
planning and evaluation. andragogy:
2. The subjects must be based on real- • Self-directed: Adult students choose to be
life to drive the learners. self-directed and take control of their own
3. Must have experience in learning.
learning, rather than being told what to
4. The learning process of students
learn.
should be problem-centric.
• Experienced: Adults bring a wealth of life
• Adult Education
experiences and knowledge or
• Learner’s are self-directed & self-
understanding to the learning process,
evaluation is done
and this should be valued and leveraged.
• Role play and simulation is done here
• Relevance: Adults are more motivated to
• Learners are independent and strive for
self-direction in learning learn something new when the content is
• Help students only when they ask
related to their personal or professional
• Motivation stems from moral, confidence needs.
and recognition that comes from • Problem-centered: Adults are generally

successful performance motivated to learn by real-world

• The teachers facilitate the learning of problems or challenges, and always ready
students and help them by offering to learn through problem-solving and
chance to learn themselves and acquire practical applications.
new knowledge and develop new skills. • Internal motivation: Adults are internally
• It is based on a humanistic conception of motivated or self-motivated to learn,
self-directed and autonomous learners driven by personal goals and needs,
where educators or guides are defined as rather than external rewards or
facilitators of learning. consequences.
• It is completely different from pedagogy,
which is the teaching of children. Heutagogy Model
• Adults learn best through their previous • Self determined learning
experience, that includes making mistakes. • Learners are highly autonomous
• For adults to develop a readiness to learn, • Double loop learning is done here
they always need to know the effect the • Management of learning for self-
subject/topic they’re learning will have on managed learners
their personal lives, careers, or sociability. • Focus on development of autonomy,
• This method ignores the role of learning capacity & capabilities
in communities (Disadvantage) • It is not planed & not linear

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1. Heuristic Method • This is the reason cognitive theory is
• Based on trial-and-error theory of important. It declares that knowledge of
psychological principle. It needs internal processes is important to
logical a imaginative thinking. understand learning.
• In this method teacher give questions • Groups of learning strategies that are
to students and ask them to find more task-specific, are called cognitive.
solution from various techniques like
Meta Cognition (2022,23,24)
library, lab etc.
• Its aim to develop problem solving • It is a type and application part of
attitude of student. cognition.
• It helps in all round development of • Scientific study of individual cognition.
learner. • It always makes a difference in how well
• Students need higher intelligence. & quickly student’s learn material.
• Topics must be related to course. • Awareness & understanding of one’s own
thought process.
Cognition (2021-22,23,24)
• Cognitive development means thinking,
understanding, and concept formation.
• It include cognitive processes such as
knowing, thinking, remembering,
recognizing, categorizing, imagining,
reasoning, decision-making, and so forth.
• It refers to the mental processes used in
Meta cognition Practices
gaining knowledge and comprehension.
1. Setting goals
• These cognitive processes involve
2. Monitoring processes
thinking, knowing, remembering, judging,
3. Reflecting on their learning strategies
and problem-solving.
4. Regulation
• These are higher-level functions of the
5. Strategic planning
mind and encompass language,
6. Problem solving & critical thinking
imagination, perception, and planning.
7. Reflection & evaluation
• According to Piaget, learner’s
In self-directed learning, meta cognition
understanding of the world expands as
knowledge includes :
they come in contact with new ideas and
1. Content knowledge
challenges. Learners construct their own
2. Factual knowledge
knowledge through interaction with their
3. Procedural knowledge
surroundings.
4. Declarative knowledge
• The cognitive theory of learning
5. Conditional knowledge
elaborates why the brain is the most
• Meta cognition to the processes that
incredible network of information
allow one to guide, regulate and supervise
processing and interpretation in the body. our own learning activities. It refers to the
The processes that go inside the brain are capability to think about one's own
important to be acknowledged. thinking processes.
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• It always includes being aware of and Characteristics of Teaching
understanding one's cognitive processes,
(2012, 2017, 2019, 2021)
that include planning, monitoring, and
The characteristics of teaching
evaluating one's own learning and
are as follows -
problem-solving activities.
1. Teaching is an effective
• Developing metacognitive skills includes
interaction between
enhancing students' awareness and
teacher and students.
control over their own learning process.
2. Teaching is both arts as well as science.
• This motivates them to think about their
Teaching is an art as it calls for the
thinking (metacognition) and helps them
exercise of talent and creativity.
become more conscious of their learning
Teaching as science involves a repertoire
strategies, strengths, and areas for
of techniques, procedures and skills, that
improvement.
can be systematically studied, described
Important components of metacognition and improved. A good teacher is one
include: who adds creativity and inspiration to
• Planning: This component involves setting the basic repertoire.
goals, choosing strategies, and organizing 3. Teaching has various forms, like formal
the steps required to achieve a particular and informal raining, conditioning or
learning objective. indoctrination, etc.
• Monitoring: During learning or problem- 4. Teaching is dominated by the skill of
solving activities, individuals with strong communication.
metacognitive skills regularly assess their 5. Teaching is a triploid process; the three
progress and growth. They always check poles are, educational objectives, learning
whether their current strategies are effective experiences and change in behavior.
and make adjustments if necessary. 6. Teaching should be well planned and the
• Evaluation: After competition of a task or
teacher should decide the objectives
learning activity, individuals reflect on methods of teaching and evaluation
their performance. They evaluate the techniques.
success of their strategies and consider 7. Teaching is suggesting and not dictating.
8. Good teaching is democratic and teacher
what could be done differently in the
respects the students, encourages them
future.
to ask questions, answer questions and
discuss things.
9. Teaching provides guidance, direction
and encouragement to the students.
10. Teaching is a cooperative activity and
teacher should involve students in
different classroom activities, such as
organization, management, discussion,
recitation and evaluation of results.

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11. Teaching is kind and sympathetic, and a • Student centered, Example: Students
good teacher develops emotional done experiment in the lab by their
stability among children. own.
12. Teaching is remedial, and the teacher • Done group activities for student
must solve the learning problems of collaboration, active learning and
students. problem solving.
13. Teaching helps children to make • Activity is learning through role-play,
adjustments in life. games etc.
14. Teaching is a professional activity that 4. Delegator
helps to bring about harmonious • have control or responsibility of
development of children. learning on students (single / group)
15. Teaching stimulates students’ power of • Ex. - school Projects made by students
thinking and directs them towards self- only. Teachers give only topics.
learning. • used in higher education
16. Teaching can be observed, analyzed and • Teacher work as consultative role, is
evaluated. help students in problem solving only.
17. Teaching is a specialized task and may be Different levels of Teaching
taken as a set of component skills for the
(2014, 2015, 2018 -2022)
realization of a specified set of
instructional objectives. The teacher has to choose the level of
teaching based on the concepts and the
Teaching Style intensity of the subject matter. A teacher
1. Formal Authority takes different roles in a classroom based on
2. Demonstrator the situation. Let us explore the levels of
3. Facilitator teaching.
4. Delegator We all know that teaching is a purposeful
1. Formal Authority activity. Through teaching, a teacher brings a
• Autocratic i.e. [Teacher centered] desirable change in the learners. Both the
• Focus on content only concepts of teaching and learning are
• Teacher gives into a student receives. interrelated to each other. The development
2. Demonstration of Personal model Teaching of the all-round personality of the learner is
• Teacher centered the final goal of teaching and learning. During
• Focus on Demo & modeling teaching, an interaction takes place between
Ex. lab experiment an experienced person (teacher) and an
• Teachers give demonstration and inexperienced one (student). Here the main
Students learn from them. Students aim is to bring change in the behavior of the
are allowed only to view student.
3. Facilitator Teachers teach students at three levels. They
• Who support / help in completion of have to keep in mind about the developmental
task stage of the learners so that desired
• focus on activity educational objectives can be achieved.

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These Three Levels are as Follows - o It is the first stage of teaching to
1. Memory level- Thoughtless teaching get factual information. Useful for
2. Understanding level- Thoughtful teaching children in the lower classes
3. Reflective level- Upper thoughtful level because of their intellect is under
development and they have a rote
1. Memory Level of Teaching (MLT)
memory.
• The objective of the Memory Level of
teaching is just to impart information o MLT aims to get factual
or knowledge to the learner. This information, to train memory, to
knowledge or information is factual in retrain the learning material in-
nature, which is acquired through a memory storage, to reproduce and
mechanical process (i.e. memorization recognize the learned information
or rote learning). when required
• Memory Level of teaching covers only o Teacher dominated methods are
the knowledge-based objective of used- like drill, review, and revision
Bloom's taxonomy where the students and asking questions.
learn to identify, recall or remember ▪ The evaluation system mainly
the objects, events, ideas and includes oral, written, and
concepts and retain them in memory.
essay-type examinations.
• Memory level teaching lacks insight.
▪ Good memory includes rapidity
Psychologically, it is cognitive level
in learning, stability of
teaching.
retention, rapidity in recalling,
(A) Memory level by Herbart
and ability to bring only
o Initial stage of teaching (Base)
(Lowest level) desirable contents to the
o Rote learning Ex Nursery class me conscious level.
bacho ko A, B, C, D, ratta marwate ▪ Memory level teaching acts as
hai. the first step for understanding
o Stimulus - Response is done and reflective levels of
o Evaluation is done oral and written. teaching. It is a pre-requisite
o It does not improve intelligence for understanding level
and increase students capability teaching.
but is required for other types of (C) Merits/ Advantages Memory Level of
teaching levels. Teaching
(B) Important Points of Memory Level of
o Useful for young children
Teaching (MLT)
o Useful for the acquisition of facts,
o It is supported by Herbart Theory
information of models and
of Appreciation, which states that
structure
this level of teaching seeks the
learner to acquaint himself with o Help children learn a new concept
the relationship between the facts o Useful for slow learners
and symbols.
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 (D) Demerits / Disadvantages of Memory • Evolution method = written +
Level of Teaching objective
o Not suitable for higher classes • Means perceive the meaning your
o Use of rote memory lifetime.
o Dominance of teacher Example: - In MLT we rote everything
o Little interaction in the classroom and never try to get the meaning but
o No room for initiation and self- in ULT we try to understand the
learning for the students meaning of every word and try to use
o Not intrinsic motivation them.
o Problem of classroom • So, it is somehow based on MLT.
management • Focus on mastery of subject (subject
o Loss of recall and retention. centric)
(A) Important Points
2. Understanding Level of Teaching (ULT)
o Morrison is the main proponent of
• It comes in between the memory level understanding level of teaching.
and reflective level. This stage of o It is 'memory plus insight' as it goes
teaching involves a moderate level of beyond just memorizing facts.
thoughtful behaviour. It is a pre- o It focuses on the mastery of the
requisite for the reflective level subject.
teaching-learning, which requires the o It makes pupils understand
use of higher mental processes. The generalizations, principles, and
term "understanding" literally means facts.
to comprehend, to grasp, and to have o It provides more and more
knowledge of, to learn, to interpret opportunities for the students to
and to infer, etc. develop 'intellectual behaviour'.
• Morrison very clearly stated that o It provides an active role for both
understanding is not merely being the pupil and the teacher for the
able to recall something; it is not mere assimilation of facts.
generalization deduced from specific o The evaluation system mainly
facts; it is an insight into how it may be includes both essay and objective-
used in future situations. Morrison type questions.
asserted that the outcome of all (B) Merits/ Advantages of Understating
teaching is 'Mastery' and not Level of Teaching (ULT)
memorization of facts. He proposed a o Effective learning
unit plan, each unit representing an o Development of different
insight which is relatively complete in cognition abilities
itself. o Sets stages for entering into the
• Understanding level teaching (ULT) Reflective Level of Teaching
o Effective classroom interaction
• Develop intellectual behavior
• Memory + insight
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 (C) Demerits or Disadvantages of o The students are assumed to
Understanding Level of Teaching (ULT) adopt some sort of research
o Ignores higher cognitive abilities approach to solve the problem.
o Less emphasis on intrinsic o Classroom environment is to be
motivation sufficiently 'open and
o No individualized learning independent. The learners are self-
o Teacher centered motivated (intrinsic) and active.
3. Reflective Level of Teaching (RLT) (2016) o The aim is to develop the reflective
power of learners so that they can
• This Level of teaching is the highest
solve problems of their lives by
level of teaching # learning activity. It
reasoning, logic, and imagination,
is the stage of learning when students
and lead successful and happy
do not merely repeat and revise or
lives.
answer the questions as asked for; nor
o The pupil occupies the primary
do they only understand, learn,
place and teacher assumes the
interrelate or interpret the concepts
secondary place.
but also, they ponder upon,
o Essay-type test is used for
contemplate and pay serious
evaluation. Attitude, belief and
thoughtful consideration to the
involvement are also evaluated.
presented contents.
(C) Merits or Advantages of Reflective
(A) The main objectives of Reflective Level
Level of Teaching (RLT)
of Teaching are o It is the most thoughtful mode of
o To develop insight into the learner operation.
to solve problems. o Learner-centered approach
o To develop rational and critical o Development of problem-solving
thinking in the students. To ability
develop the ability of independent o Useful for gifted children.
thinking and decision making in o Provides maximum flexibility
the students. o Self-motivation
(B) Important Points o Development of creativity
o Hunt is the main proponent of (D) Five steps of understanding level of
reflective level of teaching. teaching (according to Morrison)
o It is the highest level of teaching 2022,23
and includes both TILT and MIT 1. Exploration - In this step, the
Select Language teacher tries to know the
o It is problem-centric approach of student's‟ entry-level behavior
teaching. (previous knowledge)
o It is the highest level of teaching 2. Presentation - The overview of the
and includes both ULT and MLT. subject matter is given and the
o It is problem-centric approach of structure of the whole unit is
teaching. discussed with the students.

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 3. Assimilation - In this step, the Effective Teaching Practices
students study the subject matter
Maxims of Teaching
deeply and try to relate the
A maxim is a ground rule or fundamental
presented material to their
principle that has evolved over a period of
internal selves. time. It is a guide for future action or
4. Organization - The students behavior. Teaching has also its own set of
present the acquired knowledge in maxims, which have been discussed below
a systematic manner without the create.
1. From simple to complex - The teacher
help of a teacher.
should Start with simple things and ideas
5. Recitation - This step is related to
and these can be done with day-to-day
the students' verbal expression of examples, if possible. Then gradually, a
the subject manner which is teacher can move towards concepts and
learned by them. They revisit the technical terms. This creates interest
whole content. among learners to acquire new
knowledge. This is helpful in better
(E) Demerits of Reflective Level of Teaching
retention.
o It is not suitable for lower classes 2. From known to unknown - This is related
o It is a time-consuming process. to first maxim. Retention is always better
o It is not applicable for dull if new knowledge can be linked with the
students. known one.
3. The students should be imparted
o There is an excess burden to the
knowledge about the present and then
teach they can understand the past and the
(F) Reflective level (RLT) - or Introspective future better
level 4. From concrete to abstract call and the
o Problem centered - Teaches how mental development of students happen
one can solve - real life problems. better with the concrete objects, they
become familiar with and define micro
o Based on ULT + MLT (Student Centric)
words for them at a later stage.
o Open and independent in class 5. From particular to general - The students
environment. should be presented with examples first
o Attitude + belief + involvement is and then general laws and their
evaluated mostly using essay type. derivations can be explained to them. The
experiments and demonstrations serve
o Ex. In SSC and other exams, we
this purpose.
have to write an essay. This is
6. From whole to part in fact school be
because examiner wants to know changed - Gestalt psychologists have
our mentality, thinking level. proved that we first see the whole object
o Highest level- Thinking deeply and then its parts. For example, we first
about something perceive the tree and then its trunk,
branches, leaves etc. Thus, the introduction
o Role of teacher is Democratic
or overview of the topics is important

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7. From indefinite to definite nothing - The • Originally introduced in 1956, Bloom’s
teacher should help to transform taxonomy was a concept created by Mr.
indefinite knowledge into definite one Benjamin Bloom along with Mr. Edward
and aim to clarify the doubts of students First, Mr. Max Englehart, Mr. David
8. From psychological to logical - During Krathwohl and Mr. Walter Hill. The
initial stages, psychological order is more concept or rather the educational model
important, whereas for grown up learner’s
has categorized the levels of education as
logical order is emphasized more.
well as the skills that need to be imparted
9. From analyses to synthesis Initially the
whenever a teacher teaches something.
students have little or vogue knowledge
about the topics follow stop analyses Three Domains of Bloom's Taxonomy
means dividing problems into its
1. Cognitive Domain
constituent parts, and then these are
In the cognitive domain of Bloom’s
studied very nice synthesis means to
taxonomy, the major focus is given to the
understand by connecting the knowledge
acquired through analyzing the parts full development of knowledge and
stop a teacher should use analytics very intellectual skills. As per the complexity,
nice synthesis means to understand by there are six sub-heads of the cognitive
connecting the knowledge acquired domain.
through analyzing the parts. A teacher (i) Knowledge - Gaining knowledge about
should use analytic- synthetic method facts, figures, and basic concepts.
10. Follow nature - It means to regulate the (ii) Comprehension - Understanding the
education of a pupil according to his nature facts gathered during the knowledge
11. Training of senses - The types of sensors, stage.
like side, hearing Kumar test Kumar smell (iii) Application - Applying the knowledge
and touch are gateways to knowledge. It and the concepts in the best way
is better if all are maximum of these
possible.
sensors can be applied in teaching.
(iv) Analysis - Analyzing the application,
12. Encouragement to self-study - Dalton’s
making conclusions, and
system is based on self-study
understanding relationships between
Bloom’s Taxonomy the different aspects of the application.
(2019, 20, 21, 22) (v) Evaluation - Judging and defending
• Bloom’s Taxonomy is a categorization conclusions about the information
that defines different levels of intelligence generated from the application.
including thinking learning, and (vi) Creation - Creating new results by
understanding. Institutes make use of planning, designing, developing the
bloom’s taxonomy to improve curriculum actual application.
assessments, and teaching methods.

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2. Affective Domain 2005 Five levels of psychomotor Domain
This domain of Bloom's taxonomy deals
1. Imitation - It includes demonstration of a
with the feelings and the emotions
skill by a skilled person and the learners
associated with the passage. It contains
try to follow the same.
complex ideas and conscience, 2. Manipulation - A learner tries to
phenomena, and characters. Thus, it experiment various aspects, like
deals with Attitude, motivation, manipulating machinery, equipment etc.
willingness to participate, valuing what is 3. Precision - Accuracy in performing various
being learned and ultimately acts increases with practice.
incorporating the values of discipline into 4. Articulation - Achieving a desired level of
a way of life. It asks for better student efficiency and effectiveness through
participation. The main aspects of the practice.
affective domain are as follows - 5. Naturalization - Skill is internalized and an
• Reception - Willingness to listen. individual is able to adapt, modify or
• Response - Willingness to participate.
design new techniques, methods or
• Values - Willingness to participate
procedures according to the
willingness to be involved.
requirements of a situation.
• Organization - Willingness to be
involved willingness to be an advocate Applications of Bloom’s Taxonomy
of an idea. • Finding meanings of words, phrases,
• Characterization - Willingness to idioms that are used in the paragraph
change one’s behavior or way of life. using application and understanding.
3. Psychomotor Domain
• Concluding the passage and its points
The psychomotor domain of bloom’s
using evaluation and analysis.
taxonomy deals with coordination,
• Gaining details and remembering them
sensory organ movement, and the
using understanding and remembering.
physical movement of the body of a
• Understanding the author’s tone by using
student. Basically, it deals with the
acquisition of technical skills. A great the concept of evaluation.
practice is required to be good at these • Give a proper title for the passage using
skills. The physical act of driving, playing the concept of evaluation and
the keyboard, guitar, are major examples understanding.
of the psychomotor domain.

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 CHAPTER – 2 Learner's Characteristics
(2012, 16, 17, 18, 19)
• Learning is strongly based on • Academic - related to education like
intellectual level, cognitive learning goals, prior knowledge,
education type and level etc.
ability, perception, personality
• Social/Emotional related to individual
& attitude of a learner.
person in a group, eg place of individual in
• Learners are bound to get influenced by a group, social ability, self-image, mood etc.
social arena, cultural habits & willingness • Cognitive - related to things as memory,
of person to adopt change. mental prosodic and intellectual skills
• Can be identified by collecting info based which determine, how a learner think,
on, their cognitive, academic, emotional remember and solve problems in brain.
& social • Based on Human Behavior.
• Related to thoughts, feeling, idea,
Characteristics (4 heads of learners)
knowledge.
1. Related to memory, mental pressure a
• Habit of Readiness, Exercise, Effect.
problem solving etc.
2. Emotional - include mood swings, self- • Absence of anger and jealousy
consciousness etc. • Slow beginning, gradual development.
3. Personal age, gender, language,
maturation etc. Categories of Learner’s Characteristics
4. Social-social image, interaction etc. • Social & personal quality.
Learner's Characteristics (2018) • Growth & development.
• Willingness to learn.
Learner's characteristics can be
• Interest & attitude of learner.
• Psychological Personal - related to
• Easily adjustment to change.
demographic info like age, gender,
language, status, background etc. skills, • internal motivation.
disability etc. • Social- cultural background.

Characteristics of Adolescent learner (2019, 2020)

Academic Social
• Demand the relevance in learning & what is • Modeling behavior after that of older
being taught. students, parents’ other adults etc.
• Moving from concrete to abstract thinking. E.g. we try to copy the behavior of people
• High achievement when challenged & around us.
engaged. • At this age, we by to make a social position
• Prefers active over passive learning (image)
experiences. • Adolescent learners love to make groups
• Interest in interacting with peers during of with people having some big or
learning activities. mentality.

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Emotional 2017, 2018, 2019 • Adolescent always feel frightened by MSE
• Mood swings that are unpredictable. & always thinks what will happen next.
• High energy & is se ye bad activity me bhi • linking gads & being interested in popular
involve ho jate hai. culture.
• Needing to release energy with sudden E.g. Bollywood of Hollywood attacks us at this
outburst of activity. eg game playing ese hi age.
kudna ete jis se inki energy use hogi Desire
to become independent & search you adult
identity & acceptance.
Emotional Cognitive
• Sell consciousness & being sensitive to • An understanding of complexity of moral
personal criticism. issues E.g. A very famous moral issue is that
• Concern about physical growth & maturity. we say "If a cat cross over your path, then
• Belief that their personal problems, you should stop you’re a while". Every
feelings & experiences are unique to adolescent learner focusses on such things
themselves. & started questioning.
• Overreacting to ridicule embarrassment & • Interested in democracy.
rejection. • Impatient with the pace of change in
• An intense curiosity & wide range of society, family etc. They want to get things
intellectual pursuit that are for long term. changed in a fast way & according to them,
(cognitive) all these changes are very easy to accept.
• We have to control & direct adolescent • Ability to be self-reflective that means they
learners & this is done by family and implement everything.
teachers.

Characteristics of Adult Learners

Academic (2018, 2020) Social
• Require big picture view of what they are • Prefer a learning community with whom
learning. They need to know how small they can interact & discuss questions &
parts fit into larger landscape. issues.
o Adult Learners know how to get big • Many learners have family issues &
things if we start preparing today. responsibilities, it affects their learning.
• Are result oriented. They have specific • Want to be treated with respect.
expectations for what they will get out of • There is no need to control & direct adult
learning & if they know that goal then learners.
definitely, they will give up. Emotional
• If not, they will give up like this. • Prefer a sense of control & self-direction.
• Prefer practice rather than listening to • They like options & Choice in their learning
lectures. environment.

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 Cognitive • May acquire psychomotor skills more
• Take responsibility for their own success in slowly & have more - difficulties reading
failure. small font & images.
• Pre-self-motivated & ready to earn & are • Adults may year a subject, have anxiety or
more intellectually stable. feel anger about forced changes in job
• Are autonomous & self-directed. responsibility.
• Want to apply new know ledge & skill • They like to gain competence in workplace
immediately. skill as it boosts confidence & self-esteem.
• Adjustment to change - Not easy.

Individual Differences up but person with the thinking learns

fast. Somehow it is related to heredity.
• Rate of development is not same for all
Introversion
individual.
Eg. Calm personality
• Learning is most effective when
Extroversion
differences in learner’s language, culture,
Eg. Loud, talkative person.
social behavior are taken into a/c.
• Introversion like to work in peace, quite &
• ID is the weave rate of growth &
with less contact of people.
development among individuals.
• Extroversion enjoy interaction & always
• Major Factors of Difference in Individuals
want to lead a group, like teamwork.
o [Heredity & Environment] with the
1. Effort Making Capacity - It may be
help of these two factors, it becomes
different in two individuals.
easier for us to find individual
E.g. person A makes an effort to learn
differences.
driving but person B don't. so there
• Heredity Types
results will be different.
o Physical condition - tells us about
2. Criminal Tendency - If person has
reacting time speed of action etc. Born
criminal background then you sure A’s
handicapped (Deaf, no leg / arm etc.)
mind always work on a different path.
Aptitude & Special Talent That why A’s learning will be slow.
Talent in music, acting, science etc. Environment Type
• Gender, e.g. males are aggressive, etc.
1. Family Background.
Females are passive, sensitive etc.
2. Community Background.
• Age
3. School Background.
• Temperament
• Teacher should be sensitive to
E.g. 1 A is emotional in every situation & B
individual differences.
is not so it may create difference in
• It is wrong to expect uniformity in
learning speed & other factors.
students.
E.g. 2 Stability + maturity + negative and
• Not everyone has equal level of
positive mentality i.e. person with
capabilities.
negative thinking will not be able to cope

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(CTM) baseball bat or making toast, are one type
of implicit memory.
• All student cannot be benefited by
• It does not include steps to be recalled.
particular method or instruction so a
• It is retrieved automatically.
teacher should focus to change on his
• This can influence our behavior.
methods of teaching so that no student
• This kind of memory was found in many
will suffer.
patients suffering from brain injuries.
• A teacher must work to maximize the
growth of each child. • Explicit Memory: A Declarative Memory
o It is a Long Term memory that involves
Memory (2023,24) consciously formed awareness &
Memory refers to the capability to keep or intentional recall of facts, events &
retain information and reproduce it over a knowledge.
period of time when required to perform a o If we try to remember or learn
cognitive task. It has been conceptualized as something intentionally, this
a process comprised of three stages: (i) information is stored or captured in
Encoding, (ii) Storage, and (iii) Retrieval. our explicit memory.
• Implicit Memory: A Non Declarative o One can use these memories every
Memory day, from remembering information
o Long Term Memory for a test to recalling the date and time
o Unconsciously formed & retrieved of a doctor's appointment. It is also
without conscious awareness known as declarative memory it is
Subdivisions of Implicit (Unconscious) consciously recognized and explained.
memory o It refers to the conscious recollection

1. Classical Conditioning Effect of events that happened previously.

2. Priming o It is synonymous with recall and

3. Procedural Memory recognition.

o It is a Consciousness aspect of Explicit
• The information people don't deliberately
memory.
try to remember or recall gets stored in
implicit memory, which is also sometimes • Episodic memory:
referred to as unconscious or automatic o A type of explicit memory.

memory. o Recollection of specific events,

• This type of memory is both unconscious experiences or episodes in one’s life.
and unintentional. Implicit memories are o Time, place, emotions, people are

non-conscious and not verbally involved.

articulated. It is procedural and focused o It allows us to remember and recall

on the step-by-step processes that must past events & recall them consciously.
be performed in order to complete a task. o These are long-term memories of

• Procedural memories, like, how to particular events, such as what you did
perform a specific task like swinging a yesterday or your high school
graduation.

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 o It involves to biographical details of • Eidetic Memory:
individuals. o Recall Visual Images
o This type of Memories are related to o Photographic Memory
our personal life experiences.
• Procedural Memory
o One’s Own experiences are part of
o It is long-term memory.
episodic memory.
o It refers to memories relating to
• Semantic memory: It is a memory of facts, procedures for accomplishing various
concepts, names, and other general tasks and skills.
knowledge. o For example, how to ride a bicycle,
• Retroactive Memory: how to make tea, etc.
o New information interferes with the o The contents of procedural memory
potential to recall previously learned cannot be described easily.
information. o Motor skills are related to procedural
o It is always Unconsciously formed & memory.
retrieved without conscious awareness

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