This document provides an overview of teaching aptitude, including key concepts, objectives, characteristics, levels, factors, methods, and evaluation. It discusses teaching as both an art and science, with the main objective being to make learning effective. Three levels of teaching are described - memory, understanding, and reflective. Learner characteristics like age, intelligence, and individual differences are also covered. The document then explores factors affecting teaching, methods like teacher-centered vs student-centered, and different evaluation elements and types.

1. Teaching
Aptitude
Dinesh G
Research Scholar
Department of Education
Central University of Kerala
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2. Unit
Outline
teacher,
learner,
teaching methods, &
evaluation
focuses on four broad perspectives
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3. Teaching
Aptitude Unit
Concept, Objectives, Characteristics and basic
requirements for teaching.
Learner’s characteristics
Factors affecting teaching
Methods of teaching
Evaluation system
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4. Concept
 Professional activity
 Teaching is both arts and science.
 It is an interactive process between teacher and learner carried out with purpose and objectives.
 The main function of teaching is to make learning effective. The learning process would get
completed as a result of teaching. So, teaching and learning are very closely related.
 Informal teaching takes place within the family while formal teaching takes place outside the
family. Formal teaching should be carried out by experienced faculty, teachers, editors etc.
 Interaction between an experienced person and an inexperienced person.
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Concept
Objectives of teaching Characteristics of teaching Level of Teaching

5. Objectives of Teaching
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Concept
Objectives of teaching
Characteristics of teaching Level of Teaching
 Help learners to acquire knowledge
 Help shaping learners’ character and behaviour
 Help developing values among learners
 Improve learning skill of leaners.
 make the learners’ social and efficient member of society.
 nature critical thinking

6. Characteristics of teaching
 Cognitive activity.
 Autonomy.
 Continuous profession.
 Art as well as a science.
 It is closely related to education, learning, and
training.
 Interactive process
 Teaching is observable, measurable, and modifiable.
 Skilled occupation
 Facilitates learning
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Concept Objectives of teaching
Characteristics of teaching
Level of Teaching

7. Levels of
Teaching
Memory level
Understanding level &
Reflective level
Three levels of Teaching
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Concept Objectives of teaching Characteristics of teaching
Level of Teaching

8. Levels of
Teaching
Memory level
 Initial level of teaching.
 Imparting the given textbook and make students to memorise.
 Drill and practice.
Understanding level
 Focuses on mastery of the subject.
 Learners get to know about the meaning of concepts, principles, and
theories along with their applications.
 Develops intellectual behaviour.
Reflective level
 Highest level of teaching
 Understand the whole scenario and apply his knowledge
 Also called introspective level.
 Makes the learner to solve the real problems situations of the life.
 Problem identification, defining the problem, and finding solution.
 Learner centred
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9. Learner’s characteristics: Characteristics of adolescent and adult learners
(Academic, Social, Emotional and Cognitive), Individual differences.
Learner’s characteristics
 Important to know the learner’s characteristics. Why do you want to know learner’s characteristics?
 How you can identify learner’s characteristics? cognitive, physiological, affective and social characteristics.
 Learner’s characteristics are many such as personal, academic, social/emotional and/or cognitive in nature.
Personal characteristics can be defined as demographic information about the learner such as age, gender,
cultural background, language, social economic status and specific needs of a learner group such as particular
skills and disabilities for and/or impairments to learning.
Academics characteristics of respondents including the education type, education level, and knowledge.
The learner has social/emotional characteristics.
Cognitive characteristics of learner can be described such as memory, mental pressure, solve problems,
intellectual skill, remembers, organizes and store information in the brain.
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10. Learner’s characteristics
Characteristics of adolescent learners
 Physical developments
 Sexual awareness
 Moving concrete to abstract thinking
 Curiosity
 Peer group formation
 Understand high levels of talk.
 Attention seeking
Characteristics of adult learners
 Autonomous and self-directed
 Goal-oriented
 Practical
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11. Individual difference
 Physical appearance
 Intelligence
 Attitudes
 Achievements
 Gender
 Economical difference
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12. Factorsaffecting
teaching
related to: Teacher, Learner, Support
material, Instructional facilities,
Learning environment and Institution.
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13. Factors affecting teaching
Factors affecting teaching
related to teachers
 Subject Knowledge
 Knowledge of the learners
 Teaching skills
 Personality and behaviour
Factors affecting teaching
related to learner
 Age
 Previous learnings
 Intelligence
 Learner’s interest
 Mental health
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14. Factors affecting teaching
related to Support material
 Teaching material & Tools
 Assessment methods
Instructional facilities
 Teaching aids
 Teaching methods
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15. Learning environment and
institution
 Classroom environment
 Social-economic factor
 Cultural influences
 Infrastructure
 Student-teacher ratio
 Management influence
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16. Methods of
Teaching in
Institutions of
Higher
Learning
Teacher centred vs. Learner
centred methods;
Off-line vs. On-line methods
(Swayam, Swayamprabha,
MOOCs etc.).
Methods
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17. Teaching Methods
Teacher Centered Method
 Teacher plays a major role
 One way communication
 Learner work alone
 Teacher monitor and correct learners
 Teacher evaluate learner learnings.
Method: Lecture method, Direct instruction
Student Centered Method
 Both learner and teacher plays a major role
 Two way communication
 Both learner and teacher work for their
betterment
 Teacher provide feedback when it is needed
 Both evaluates their own
 Method: Discussion method, debate, project-
based learning etc.
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18. Off-line Vs On-line methods
Off-line
 restricted to the four walls of the classrooms.
 Time bounded
 Face-to-face
 Not flexible
 Expensive
 Physical classroom
 Synchronous
On-line
 Learn from anywhere
 Not time bounded
 Flexible
 Cost-effective
 Virtual classroom
 Asynchronous
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19. Digital initiatives for on-
line learning (Swayam,
Swayamprabha, MOOC)
 Study Webs of Active Learning of
Young Aspiring minds (SWAYAM)
 4 quadrants
 Video tutorials
 E-Content
 Self-Assessment
 Discussion forum
 Massive Open Online courses (MOOCs)
 Swayamprabha
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20. Teaching Support System: Traditional, Modern and ICT based
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Traditional teaching methods
 ‘chalk & talk method’
• recitation and memorization techniques
• information providers
• one-way flow of information
Modern Teaching methods
 Flipped classrooms
• Inquiry-based
• Project-based
• Problem-based
ICT based teaching
 Online Teaching
 ICT Based Teaching Methods – Virtual Reality, Virtual Labs, Open
educational Resources
 Learning Management system (LMS) & Massive Open Online Courses
(MOOCs)

21. Evaluation
System
 Elements and Types of
evaluation, Evaluation in
Choice Based Credit System in
Higher education, Computer
based testing, Innovations in
evaluation systems
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22. Elements and Types of evaluation
Elements
 Purpose
 Question
 Scope
Types of evaluation
 Placement evaluation
 Formative evaluation
 Diagnostic evaluation
 Summative evaluation
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23. Choice Based Credit System in
Higher education
 ‘cafeteria’ type approach
 students can take courses of their choice,
learn at their own pace, undergo
additional courses and acquire more than
the required credits, and adopt an
interdisciplinary approach to learning.
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24. Evaluation in Choice Based Credit System in Higher education
 uniform grading system
 cumulative grade point average (CGPA) based on the performance of students in the examinations
 10-point grading system with the following letter grades:
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Letter Grade Number Grade
O (Outstanding) 10
A+(Excellent) 9
A(Very Good) 8
B+(Good) 7
B(Above Average) 6
C(Average) 5
P (Pass) 4
F(Fail) 0
Ab (Absent) 0

25. CBT and Inovations in
evaluation
Computer based testing (CBT)
 Objective type (popularly called)
Innovations in evaluation systems
 ePortfolio
 project based evaluation
 assessment rubrics
 Formative and summative assessment
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