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I. ConceptofTeaching
II.NatureandCharacteristicsofTeaching
III.AimandModesofTeaching
IV. ObjectivesofTeaching
V. ModernConceptsofTeaching
VI. BasicRequirementsofTeaching
VII. FactorsEffectingTeaching
VIII. MethodsofTeaching
A. Accordingtodifferentschoolsofphilosophy
B. RecommendedbySecondaryEducationCommission(19521953)
C. SpecificMethods
D. TeachingAids
E.EvaluationSystems
Chapter 1: Teaching Aptitude (From I to VII)
I. Concept of Teaching
Education is important for:
Preservation and transmission of culture
Preparation for a vocation
Definitions of Teaching
1. Morrison
A disciplined social process
Where the teacher influences the behaviour of less experienced pupil
Helps them develop according to the need & ideas of the society
2. Smith
An organized system of specific activities aimed to help the learner learn something
Considered a tripolar process involving an agent, goal & intervening variables
3. Brubacher
Where the pupils play a central role
4. Gage
Personal relationship between teacher & taught resulting in behaviour modification
5. Amidon
A process of cooperative social interaction between teacher and taught
6. Clarke
All organized activities resulting in behaviour modification
7. Green
What a teacher does for the development of a child
Characteristics of Teaching
a. A system of actions
b. A professional activity
c. Subjected to analysis & assessment
d. An interactive process
e. A specialized task
f. A collection of various modes
Modes of Teaching
b. Discussion
c. Investigation
d. Expression
Learner Characteristics
a. Preparation
b. Presentation
Teacher must state the aim of the lesson to be taught so that the students can prepare themselves for what
they are expecting
The teacher then presents the lesson by using different materials, presenting facts and other principles
relevant to the lesson
The teacher can leave some area of the lesson for the student to explore
c. Comparison
The third step of learning where the student is presented with the opportunity to compare two sets of facts
d. Generalization
e. Application
Knowledge loses half its value unless if used in the discovery of further facts and their application to new
situations
Makes learning meaningful and permanent
Serves purpose of revision of what has been learnt
Children can be evaluated through examinations
b. Methods by Naturalism
- Rousseau believed education lasts throughout life & is gained everyday through various life experiences
- He believes learning should be based on actual experience & a practical problem must be studied in its
natural setting
- Learning can also take place in the spirit & methods of play
- The methods recommended by Rousseau maybe identified with the heuristic method & experimental
method advocated by John Dewey
c. Pragmatic Methods
d. Existential Methods
ii. Individual - centered methods & opportunities for practical application of knowledge must be adapted
It involves Inductive and Deductive Reasoning which is the basis for problem solving
3. Micro - Teaching
Purpose of questioning
i. Test knowledge
ii. Locate difficulty
iii.Arouse motivation
iv. Participation of students
v. Apply knowledge
D. Teaching Aids
Teaching aids helps students to improve their skills and make learning fun. There are various kinds of
teaching aids.
1. Chart - Shows group facts in the form of a diagram, table or graph & includes an outline or word
definitions
2. Flash Cards - A set of cards that have number, letters, pictures or words on it & are used for facts
and enhance memory
3. Flip Charts - Useful for teaching large groups at a time and while teaching a lesson which involves
stages or a process.
4. Maps - Used in social studies so that students can understand spatial relations
5. Newspapers - Used to learn about different places, cultures, grammar & current events.
6. Graphs - Can be used in any subject. To compare population growth in social studies, numbers &
ratios
E. Evaluative Systems
They are a device through which we can gauge what exactly a student achieve from the teaching-
learning experience
1. Examinations
2. Psychological Evaluation
-Helps to know about the physical, mental, emotional and social behavior of the individual
- Aids in guidance of the pupil
- Three methods of personality assessment: Psychometric, Projective & Behavioral
Projective Tests
a. Rorschach Test
3. Philosophical Evaluation
2. Characteristics of Research
4. Types of Research
5. Research Requirements
6. Steps of Research
7. Methods of Research
8. Research Ethics
9. Thesis Writing
- An attitude of inquiry.
- A state of mind
2. Characteristics of Research
Main aim : To find out the truth which is hidden and which has not been discovered as
yet
4. Types of Research
i. Classification - I
a. Fundamental research
b. Applied Research
- Utilizes principles made by fundamental research to know the problems with best
possible manner
c. Action Research
ii. Classification - II
Descriptive Analytical
Description of the state of affairs as it Has to use facts that are readily
exists available
Applied Fundamental
Quantitative Qualititative
Conceptual Empirical
Experimental research
Clinical or Diagnostic Research: Goes deep into the causes of events or things
5. Research requirements
i. Planning
ii. Guidance
iii. Experts
- Must be able to guide properly and formulate a well planned project for research
iv. Training
v. Finance
- Problems taken for study require financial help from the state
vi. References
vii. Library
- Provides materials through books which enhances the quality and quantity of the
research
- Its made so as to draw out and test its logical or empirical consequences
- Discuss with work colleagues and experts about the problem
- Examine past data and records
- Review similar studies in that area
- Personally investigate the problem with interested parties
Probability Sample - Each have an element of being included in the sample and are based on
Random, Systematic,Stratified, Cluster/Area Sampling.
Non Probabilty Sample - Based on Consciences Sampling, Judgement Sampling and Quota
Sampling
Purposive or deliberate selection of particular units of the universe for constituting a sample that
represents the universe.
When population elements are selected based on access it's known as convenience sampling
Judgement sampling is when a researchers judgement is used to select items he considers to be
representative of the population
(ii) Simple Random Sampling
Each and every item in the population has equal chance of inclusion in the sample and each one
has the probability of being selected.
(iii) Systematic Sampling
An element of randomness is usually introduced into this kind of sampling by using random
numbers to pick up the unit with which to start.
Useful when sample frame is in form of a list
Selection process starts by picking some random point on the list and then every nth element is
selected until the desired number is secured
(iv) Stratified Sampling
If the population from which a sample is to be drawn doesn't constitute a homogeneous group,
then stratified sampling technique is applied so as to obtain a representative sample
The population is stratified into a number of non-overlapping subpopulations or strata and
sample items are selected from each stratum.
If the items selected from each stratum is based on simple random sampling, the entire
procedure, first stratification and then simple random sampling is known as stratified random
sampling.
(v) Quota Sampling
When interviewers are simply given quota to be filled from different strata, tge actual selection
of the items for sample being left to the individual's judgement
Size of quota is proportionate to size of stratum in the population
Form of non probability sampling.
(vi) Cluster sampling
Grouping of population and then selecting the groups or the groups or the clusters rather than
individual elements for inclusion in the sample
Sample size must often be larger than the simple random sample to ensure same level of
accuracy as in cluster sampling there is a chance of various biases and error
However this procedure is relatively easier than others and can be used in the case of personal
interviews
(vii) Area Sampling
Area is divided into smaller non overlapping areas = geograpical clusters and a number of these
smaller areas are randomly selected
Field interviewing is made more efficient through this technique and when there's no list of the
population
(viii) Multi stage Sampling
Meant for large geographical areas like an entire country
(ix) Sequential Sampling
Ultimate size of the sample is determined as the survey progresses
B. Observational Method
Observation in natural environment
C. Survey Method - Field Studies
Either through the use of questionnaires or interviews
D. Case Studies
Scientific Biographies
Reconstruction of a person's life events
Used in Longitudinal studies
E. Test Method
Measures all kinds of abilities, interests, attitudes and accomplishments
Subjects are presented with a uniform situation to a group of people who vary in aspects
relevant to the situation
1. Preliminary Section
* Title Page
* Acknowledgement
* Table of Contents
* List of Tables
* List of Figures
2. Main Body
3. Reference Section
* Bibliography
* Appendix
* Footnotes