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TEACHING APTITUDE 2
NET PAPER 1
NET PAPER 1
◦ ATTITUDE/APTITUDE
1.
APTITUDE IS A COMPONENT OF COMPETENCY TO DO
CERTAIN KIND OF WORK AT CERTAIN LEVEL
2.
APTITUDE IS ABILITY/TALENT
3.
APTITUDE MAY BE PHYSICAL OR MENTAL
4.
ATTITUDE IS POSITIVE OR NEGATIVE FEELING
TOWARDS A PERSON/OBJECT/EVENT OR IDEA
5.
ATTITUDE IS ASSOCIATED WITH CHARACTER OR
VIRTUES
6.
APTITUDE IS ASSOCIATED WITH COMPETENCE
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TEACHING APTITUDE
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TEACHING + APTITUDE
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GAGE : TEACHING IS PERSONAL RELATIONSHIP
BETWEEN THE TEACHER AND TAUGHT CAUSING BEHAVIOUR MODIFICATION
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ACCORDING TO CLARK: ALL THOSE ACTIVITIES THAT
MAY RESULT IN MODIFYING THE BEHAVIOUR OF THE LEARNER IS KNOWN AS TEACHING.
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TEACHING IS AN ACTIVITY THAT INFLUENCE A CHILD
TO LEARN AND ACQUIRE DESIRED KNOWLEDGE AND SKILLS AND ALSO THEIR DESIRED WAYS
OF LIVING IN THE SOCIETY.
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TEACHING IS A PROCESS OF PROVIDING
OPPORTUNITIES FOR STUDENTS TO PRODUCE RELATIVELY PERMANENT CHANGE THROUGH
ENGAGEMENT IN EXPERIENCE PROVIDED BY THE TEACHERS
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TEACHING IS A PLANNED ACTIVITY AND EFFECTIVE
TEACHING DEPENDS ON THE FOLLOWING FACTORS :
1.
HOW CLEARLY THE STUDENTS UNDERSTAND WHAT THEY
ARE EXPECTED TO LEARN
2.
HOW ACCURATELY THEIR LEARNING CAN BE MEASURED
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TEACHING APTITUDE
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APTITUDE IS NATURAL ABILITY TO DO SOMETHING
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TEACHING APTITUDE IS THE NATURAL ABILITY TO
TEACH. IT INVOLVES THE STUDY OF STUDENT TEACHER RELATIONSHIP IN A CONTROLLED
ENVIRONMENT.
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TEACHING APTITUDE IS ALL ABOUT EVALUATING
CANDIDATES WHO WANTS TO ENTER TEACHING PROFESSION ON THE BASIS OF THEIR
KNOWLEDGE AND SKILL. IT REFERS TO BASIC QUALITIES REQUIRED TO BECOME A
SUCCESSFUL TEACHER. THIS INCLUDES QUALIFICATION, INTELLIGENCE AND ATTITUDE AND
MANY MORE TOGETHER QUALITIES EXPECTED FROM A PERSON WHO WANTS TO BECOME A
SUCCESSFUL TEACHER.
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TEACHING MODELS
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JAYCE AND WELL: TEACHING MODEL ARE JUST INSTRUCTIONAL DESIGNS
AND THEY DESCRIBE THE PROCESS OF SPECIFYING AND PRODUCING PARTICULAR
ENVIRONMENTAL SITUATIONS WHICH CAUSE THE STUDENTS TO INTERACT IN SUCH A WAY
THAT SPECIFIC CHANGES OCCURS IN THE BEHAVIOUR.
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JAYCE AND WELL (1978): A MODEL OF TEACHING
CONSISTS OF GUIDELINES FOR DESIGNING EDUCATIONAL ACTIVITIES AND ENVIRONMENTS.
IT SPECIFY WAYS OF TEACHING AND LEARNING
ARE INTENDED TO ACHIEVE A CERTAIN KINDS OF GOALS
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PAUL D EGGEN ET AL ( 1979) : MODEL ARE
PRESCRIPTIVE TEACHING STRATEGIES DESIGNED TO ACCOMPLISH PARTICULAR
INSTRUCTIONAL GOALS
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JANGIRA AND OTHERS (1983): A MODEL OF TEACHING
IS A SET OF INTERRELATED COMPONENTS ARRANGED IN A SEQUENCE WHICH PROVIDES
GUIDELINES TO REALIZE SPECIFIC GOALS.IT HELPS IN DESIGNING INSTRUCTIONAL
ACTIVITIES AND ENVIRONMENTAL FACILITIES, CARRYING OUT OF THESE ACTIVITIES AND
REALIZATION OF THE STIPULATED OBJECTIVES.
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BASIC TEACHING MODELS
1.
PEDAGOGY MODEL: ACT OF TEACHING. THE PEDAGOGY
ADOPTED BY THE TEACHERS SHAPES THEIR ACTIONS, JUDGMENTS AND OTHER TEACHING
STRATEGIES BY TAKING INTO CONSIDERATION THEORIES OF LEARNING, UNDERSTANDING OF
STUDENTS AND THEIR NEEDS AND THE BACKGROUND AND INTERESTS OF INDIVIDUAL
STUDENTS. AND INSTRUCTOR CENTRED TEACHING CAN BE DESCRIBED AS PEDAGOGICAL APPROACH.
HERE THE LEARNER IS DEPENDENT UPON THE INSTRUCTOR FOR ALL LEARNING AND THE
TEACHER ASSUMES THE FULL RESPONSIBILITY FOR WHAT IS TAUGHT AND HOW IT IS
LEARN ED. THE TEACHER OR INSTRUCTOR EVALUATES THE LEARNING PROCESS OF THE
STUDENTS
2.
ANDRAGOGICAL- ADULT LEARNING THEORY ( KNOWLES
):-ORIGINATOR : MALCOM STEPHERD KNOWLES
- REFERS TO A THEORY OF ADULT LEARNING THAT DETAILS SOME OF THE WAYS IN
WHICH ADULTS LEARN DIFFERENTLY THAN CHILDREN
- ADULT TEND TO BE MORE SELF DIRECTED,INTERNALLY MOTIVATED AND READY TO
LEARN
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FIVE ASSUMPTIONS :
1.
SELF CONCEPT: ADULTS ARE AT A MATURE DEVELOPMENT STAGE. AND TAKE
PART IN DIRECTING THEIR OWN LEARNING
2.
PAST LEARNING EXAMPLES :VAST ARRAY OF EXPERIENCES TO DRAW ON AS THEY
LEARN
3. READINESS TO
LEARN
4.
PRACTICAL REASONS TO LEARN: LOOKING FOR
PRACTICAL PROBLEM CENTERED APPROACHES TO LEARNING. MANY ADULTS RETURN TO
CONTINUING EDUCATION FOR SPECIFIC PRACTICAL REASONS SUCH AS ENTERING INTO NEW
FIELDS
5.
DRIVEN BY INTERNAL MOTIVATION
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FOUR PRINCIPLES OF ANDRAGOGY
1.
SINCE ADULTS ARE SELF DIRECTED,THEY SHOULD HAVE
A SAY IN THE CONTENT AND PROCESS OF THEIR LEARNING
2.
BECAUSE ADULTS HAVE SO MUCH EXPERIENCE TO DRAW
FROM THEIR LEARNING SHOULD FOCUS ON ADDING TO WHAT THEY HAVE ALREADY LEARNED IN
THE PAST
3.
SINCE ADULTS ARE LOOKING FOR PRACTICAL
LEARNING,CONTENT SHOULD FOCUS ON ISSUES RELATED TO THEIR WORK OR PERSONAL LIFE
4.
ADDITIONALLY LEARNING SHOULD BE CONCERNED ON
SOLVING PROBLEMS INSTEAD OF MEMORIZING CONTENT
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FEATURES OF TEACHING MODEL
1.
SOME SORT OF PATTERN OR PLANS PREPARED IN
ADVANCE FOR THE SUCCESS OF TEACHING LEARNING PROCESS
2.
DIFFER FROM GENERAL TEACHING TECHNIQUES AND
STRATEGIES IN THE SENSE THAT THEY ARE DESIGNED TO MEET SOME SPECIFIC OBJECTIVES
OR GOALS
3.
SPECIFIC GUIDELINES FOR THE REALIZATION OF THE
SPECIFIC OBJECTIVES BY SPECIFYING TEACHING ACTIVITIES AND CONTROLLING THE
TEACHING AND LEARNING ENVIORNMENT
4.
SPECIFIC INSTRUCTIONAL DESING FOR PARTICUALR
TYPE OF INSTRUCTION IN SPECIFIED TEACHING LEARNING SITUATIONS
5.
PROPER TEACHING LEARNING ENVIRONMENT AND
SPECIFY THE TEACHING OR LEARNING OUTCOME IN BEHAVIOURAL TERMS AND LAY DOWN A
STEP BY STEP PROCEDURE FOR THE ATTAINMENT OF GOALS
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MODELS OF TEACHING ARE KNOWN TO SERVE THREE
MAJOR FUNCTIONS IN A GIVEN TEACHING LEARNING SITUATIONS:
1.
DESIGNING AND SPECIFYING INSTRUCTIONAL
OBJECTIVES
2.
DEVELOPING AND SELECTING INSTRUCTIONAL
MATERIALS
3.
SPECIFYING TEACHING LEARNING ACTIVITIES
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FUNDAMENTAL ELEMENTS
- FOCUS : CENTRAL ASPECT OF TEACHING MODEL
- SYNTAX
- PRINCIPLE OF REACTION
- SOCIAL SYSTEM
- SUPPORT SYSTEM : ADDITIONAL REQUIREMENTS
- APPLICATION
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TYPES OF TEACHING MODELS
1.
INFORMATION PROCESSING MODELS :REFERS TO WAYS PEOPLE HANDLE STIMULI
FROM THE ENVIRONMENT,ORGANIZE DATA.SENSE PROBLEMS AND GENERATE CONCEPTS AND
SOLUTIONS TO PROBLEMS AND EMPLOY VERBAL AND NON VERBAL SYMBOLS
2.
SOCIAL INTERACTION MODELS : CONCERNED WITH ATTAINMENT OF THE SOCIAL
GOALS BELONGING TO THE AFFECTIVE DOMAIN
3.
PERSONAL DEVELOPMENT MODELS: THE FAMILY OF SOCIAL DEVELOPMENT MODELS
ALSO IS CONCERNED WITH THE REALIZATION OF INSTRUCTIONAL GOALS BELONGING TO
AFFECTIVE DOMAIN
4.
BEHAVIOUR MODIFICATION MODELS : RELATED TO THE BEHAVIOUR MODIFICATION
THEORIES
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NATURE OR FEATURES OF TEACHING
- IT ESSENTIALLY INVOLVES AN INTELLECTUAL OPERATION :-EVOLVES A SUITABLE
PLAN OF ACTIONS TO CARRY OUT TEACHING BY CREATING A CONDUCIVE AND
SUPPORTIVE LEARNING ENVIRONMENT TO ACHIEVE THE PRESPECIFED OBJECTIVES
- DRAWS MATERIALS FROM THE SPECTRUM OF SCIENCE:-TEACHING IS NOT ONLY AN
ART BUT ALSO A SCIENCE. TEACHER NEED TO BE TRAINED PROPERLY IN ORDER TO
ACHIEVE SOME OBJECTIVES AND FROM THE STAND POINT OF SCIENCE IT GOES THROUGH
CERTAIN STEPS WHICH ARE FOLLOWED IN THE TRAINING OF TEACHER
- IT TRANSFORMS RAW MATERIAL INTO A DEFINITE INTO A PRACTICAL AND
DEFINITE END: LEARENR ARE PROSPECTIVE RAW MATERIALS IN TEACHING
PROFESSION. THEY ARE PREPARED TO TEACH WITH EFFICIENCY AND EFFECTIVENESS
- IT BASICALLY PERFORMS A SOCIAL SERVICE: TEACHING INFUSES A SENSE OF
SERVICE IN THE MINDS OF TEACHERS.
- IT POSES AN EDUCATIONALLY COMMUNICABLE TECHNIQUE: TEACHING IS SCIENCE,
TEACHING TECHNIQUES ARE SYSTEMATIC AND HAVE CERTAIN STEPS TO BE FOLLOWED.
IT IS EASILY COMMUNICABLE FOR ITS WIDE APPLICATION
- IT TENDS TOWARDS SELF ORGANIZATION :-DEMANDS SENSITIVITY OF PERSONNEL
INVOLVED IN TEACHING ACTIVITIES TOWARDS GROWTH AND DEVELOPMENT OF
PROFESSION
- IT INCLUDES A LENGTHY PERIOD OF STUDY AND TRAINING :- A PERSON WILLING
TO TAKE UP THIS PROFESSION HAS TO STUDY FOR NUMBER OF YEARS AND ACQUIRE
MASTERY OVER THE SUBJECT
- IT HAS A HIGH DEGREE OF AUTONOMY :-FREE FROM ANY FORM OF INTERVENTION
- BASED UPON A SYSTEMATIC BODY OF KNOWLEDGE :-TEACHING AS PROFESSION IS
BASED UPON SYSTEMATIC BODY OF KNOWLEDGE EMANATED FROM DIFFERENT SPHERES OF
HUMAN LIFE AND ACTIVITIES
- NATURE OR FEATURES OF TEACHING
- IT HAS A COMMON CODE OF ETHICS: COMMON CODE OF ETHICS WHICH GUIDES THE
BEHAVIOR AND CONDUCT OF TEACHERS IN THEIR INSTITUTIONS AND OUTSIDE. A CODE
OF PROFESSIONAL ETHICS IS CHARTER OF RIGHTS AND DUTIES FOR THE PROTECTION
OF PROFESSIONAL AUTONOMY AND FREEDOM
- CONTINUOUS PROCESS OF LEARNING
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DIFFERENT LEVEL OF TEACHING
1.
MEMORY LEVEL
2.
UNDERSTANDING LEVEL
3.
REFLECTIVE LEVEL
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MEMORY LEVEL OF TEACHING (MLT)
1.
HERBART IS THE MAIN PROPONENT OF MEMORY LEVEL
OF TEACHING
2.
FIRST LEVEL OF TEACHING
3.
ALSO CALLED THOUGHTLESS TEACHING
4.
ALSO CALLED THE LOWEST LEVEL OF TEACHING
5.
USED ON LOWER CLASSES
6.
TEACHER’S FOCUS IS ON MERELY MAKING THE
STUDENTS CRAM THE CONCEPTS
7.
IT INDUCES THE HABIT OF ROTE MEMORIZATION OF
FACTS AND BITES OF INFORMATION
8.
TEACHING LEARNING PROCESS IS BASICALLY A
STIMULUS RESPONSE HERE
9.
ENABLES THE LEARNER TO RETAIN AND ALSO TO
REPRODUCE THE LEARNT MATERIALS WHENEVER REQUIRED
10.
THE EVALUATION SYSTEM MAINLY INCLUDED
ORAL,WRITTEN AND ESSAY TYPE EXAMINATION
11.
GOOD MEMORY INCLUDES RAPIDLY IN
LEARNING,STABILITY OF RETENTION,RAPIDITY AND RECALLING AND THE ABILITY TO BRING
ONLY DESIRABLE CONTENTS TO THE CONSCIOUS LEVEL
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UNDERSTANDING LEVEL OF TEACHING
1.
MORRISON IS THE MAIN PROPONENT
2.
MEMORY PLUS INSIGHT. IT GOES BEYOND JUST
MEMORIZATION OF FACTS. FOCUSES ON THE MASTERY OF THE SUBJECT
3.
MAKES THE STUDENT UNDERSTAND THE GENERALIZATION
OF THE PRINCIPLES AND FACTS
4.
PROVIDES MORE AND MORE OPPORTUNITIES FOR THE
STUDENTS TO DEVELOP INTELLECTUAL BEHAVIOR
5.
PROVIDES ACTIVE ROLE FOR BOTH THE STUDENTS AND
TEACHERS IN THE ASSIMILATION OF FACTS
6.
THE EVALUATION SYSTEM MAINLY INCLUDES BOTH
ESSAY AND OBJECTIVE TYPE QUESTIONS
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REFLECTIVE LEVEL OF TEACHING
1.
HUNT IS THE MAIN PROPONENT OF REFLECTIVE
LEARNING TEACHING
2.
HIGHEST LEVEL OF TEACHING AND IT INCLUDES BOTH
ULT AND MLT
3.
PROBLEM-CENTRIC APPROACH OF TEACHING
4.
THE STUDENTS ARE APPROACH TO SOLVE THE PROBLEM
5.
CLASS ROOM ENVIRONMENT IS TO BE SUFFICIENTLY
OPERATIVE AND INDEPENDENT
6.
AIM IS TO DEVELOP THE REFLECTIVE POWER OF
LEARNERS SO THAT THEY CAN SOLVE THE PROBLEMS OF THEIR LIVES BY REASONING,LOGIC
AND IMAGINATION AND LEAD SUCCESSFUL AND HAPPY LIVES
7.
THE STUDENTS OCCUPY THE PRIMARY PLACE AND
TEACHERS SECONDARY
8.
ESSAY TYPES TEST IS USED FOR EVALUATION. ATTITUDE BELIEF
AND INVOLVEMENT ARE ALSO EVALUATED
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