Mastering NTET Comprehensive Guide for Aspiring Ayurveda Teachers PDF

Key Highlights of the Book l Provides thorough coverage of the NTET syllabus as per the National Commission for Indian System of Medicine (NCISM), ensuring all essential topics are addressed. l Each unit includes detailed explanations and practice questions to test understanding...

Key Highlights of the Book l Provides thorough coverage of the NTET syllabus as per the National Commission for Indian System of Medicine (NCISM), ensuring all essential topics are addressed. l Each unit includes detailed explanations and practice questions to test understanding and aid effective preparation. l Explores various teaching methods, including traditional, modern, clinical, and bedside teaching, with a focus on understanding learners' characteris- tics and factors affecting teaching. l Emphasizes effective communication skills, covering verbal, non-verbal, intercultural, and group communications, and addresses barriers to communication and the role of mass media. l Practical classroom management strategies are provided, focusing on creating a conducive learning environment, psychological aspects, personal approaches, engagement techniques, technology use, and managing diverse classrooms. l Highlights innovative assessment methods and educational technologies, including modern evaluation systems like the choice-based credit system and computer-based testing, and advances in educational technologies and ICT in governance. l Insights into educational psychology are provided, discussing cognitive development, major educational psychology theories, and their practical applications. MRP 545.00 l Covers principles of andragogy for teaching adult learners, including characteristics of adult learners and competencies for self-directed learning. l Delves into pedagogical concepts, critical pedagogy, and the formulation of effective teaching-learning processes, emphasizing pedagogical analysis and learning objectives. l Keeps educators updated on current Indian educational policies, including the National Education Policy 2020, digital initiatives in higher education, the National Credit Framework, the Academic Bank of Credits, and competency/outcome-based curriculum development. l Designed for both seasoned practitioners transitioning into teaching and newcomers to Ayurveda education, making it a versatile and valuable resource. l Reflects a deep commitment to advancing Ayurvedic education and ensuring well-prepared educators enter the field. l MCQs are included at the end of each unit for practice and self-assessment, enhancing preparation for the NTET exam and reinforcing understanding of the material covered. CLICK TO ORDER Click to Email Click to Whatsapp CHAUKHAMBHA PRAKASHAN K. 37/116, Gopal Mandir Lane, Varanasi 221001 (India) Phone: +91 542 2335929 WhatsApp: +91 9999 824 612 Email: [email protected] Website: www.chaukhambha.in About the authors Dr. Sagar Sharma is a distinguished figure in the field of Ayurveda and Yoga, with roots in the small village of Tumgaon in the Mahasamund District of Chhattisgarh. Born in Raipur, he completed his schooling in Mahasamund. Dr. Sharma pursued his Bachelor of Ayurvedic Medicine and Surgery (BAMS) from Chhattisgarh Ayurveda Medical College in Rajnandgaon. He further advanced his education with a Post-Graduation (MD in Swasthavritta and Yoga) from Shree Jagadguru Gavisiddheshwara Ayurveda Medical College and Research Centre in Koppal, Karnataka. Currently, he is pursuing his PhD at Gopabandhu Government Ayurveda College in Puri, Odisha. His academic journey also includes a Yoga Instructor Course (YIC) from SVYASA Bengaluru and a Postgraduate Diploma in Health Sciences (PGDHS) from Annamalai University, Chidambaram. Dr. Sharma's contributions to the field are significant, with 18 research articles published in esteemed national and international journals. He is the author of four books that explore various dimensions of Ayurveda and Yoga. His expertise is frequently sought after, leading him to deliver numerous guest lectures and present at both national and international seminars. He is a regular participant in various conferences, where he shares his insights and advances in the field. Currently, Dr. Sharma holds the position of Associate Professor and Head of the Department of Swasthavritta and Yoga at Rajiv Lochan Ayurveda Medical College and Hospital in Chandkhuri, Durg, Chhattisgarh. His dedication to teaching and research continues to inspire students and practitioners, promoting the integration of traditional Ayurvedic practices with contemporary health science.  Shri BPG 265 Mastering NTET Comprehensive Guide for Aspiring Ayurveda Teachers By Dr Sagar Sharma Forward  Preface "Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teacher" aims to fulfill this need by providing a thorough and meticulously crafted resource for those preparing for the National Eligibility Test for Teachers (NTET) in Ayurveda. This book is the culmination of extensive research, practical experience, and a deep commitment to the advancement of Ayurvedic education. The NTET is not just an examination; it is a gateway to shaping the future of Ayurveda by ensuring that only the most capable and well-prepared educators enter the field. Understanding this, I have structured this guide to cover all essential aspects of the NTET syllabus, offering detailed explanations, practice questions, and insights into effective teaching methodologies. The syllabus set forth by the National Commission for Indian System of Medicine (NCISM) serves as the backbone of this book, providing a structured and comprehensive framework for aspiring Ayurveda teachers. Here is a brief overview of the units covered: 1. Teaching and Training: This unit explores the fundamentals of teaching, including concepts, objectives, and levels of teaching. It delves into various teaching methods, both traditional and modern, and addresses the utilization of basic teaching skills. Key topics include understanding learners' characteristics, factors affecting teaching, and methods of clinical and bedside teaching. 2. Communication: Effective communication is crucial for any educator. This unit covers the meaning, types, characteristics, and purposes of communication, including verbal, non-verbal, intercultural, and group communications. It also addresses barriers to effective communication and the role of mass media in society. 3. Classroom Management: Managing a classroom effectively is essential for creating a conducive learning environment. This unit covers practical classroom management strategies, psychological aspects, personal approaches, and ensuring engagement and motivation. It also discusses routines, technology use, and strategies for diverse classrooms. 4. Assessment Methods and Educational Technologies: This unit focuses on the administration of evaluation systems, including the choice-based credit system and computer-based testing. It highlights innovations in evaluation systems, advancements in educational technologies, and the use of ICT in governance. 5. Educational Psychology: Understanding the psychological aspects of education is key to effective teaching. This unit covers cognitive development, major educational psychology theories, and their application in teaching and learning today. 6. Andragogy in Education: Teaching adult learners requires a different approach. This unit covers the principles of andragogy, the characteristics of adult learners, and the competencies required for self-directed learning. 7. Learning and Pedagogy: This unit delves into the concepts of pedagogy, including pedagogical analysis, critical pedagogy, and the development of pedagogical concepts. It emphasizes the importance of pedagogy in formulating learning objectives and effective teaching-learning processes. 8. Educational Policies of Govt. of India: Keeping abreast of current educational policies is essential for any educator. This unit covers the National Education Policy 2020, digital initiatives in higher education, the National Credit Framework, the Academic Bank of Credits, and competency/ outcome-based curriculum development.  Syllabus S.n Units Contents 1 Teaching and i. Teaching: Concept, Objectives, Levels of teaching (Memory, Training Understanding and Reflective), Characteristics, and basic requirements. ii. Teaching methods, new methods of teaching (approach). iii. Utilization of Basic teaching and basic skills of teaching. iv. Understanding Learner's characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional, and Cognitive), Individual differences. v. Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution. vi. Methods of teaching in Institutions of higher learning: Teacher- centered vs. Learner-centered methods; Off-line vs. Online methods (Swayam, Swayamprabha, MOOCs etc.) vii. Teaching Support System: Traditional, Modern, and ICT based. viii. Methods of clinical teaching/ bedside teaching 2 Communication i. Communication: Meaning, types, characteristics and purpose of communication. ii. Effective communication: Verbal and Non-verbal, Inter-Cultural and group Communications, Classroom communication iii. Barriers to effective communication iv. Mass-Media and Society 3 Classroom i. Classroom Management Management ii. Practical Classroom Management iii. Psychology & Classroom Management iv. Personal Approach to Classroom Management v. Ensuring Engagement & Motivation in the Classroom vi. Routines & Technology in the Classroom vii. Forming Positive Learning Environments viii. Disciplinary Problems ix. Management Strategies for Diverse Classrooms S.n Units Contents 4 Assessment i. Administration of Evaluation Systems Methods and ii. Elements of Evaluation Educational Technologies iii. Evaluation in choice Based Credit System in Higher education iv. Computer-based Testing v. Consideration of Innovations in evaluation systems vi. Assessment Methods and Educational Technologies vii. Advancement in educational technologies viii. Information and Communication Technology (ICT): General abbreviations and terminology ix. Usage of Internet, Intranet, E-mail, Audio and Video conferencing x. ICT and Governance 5 Educational i. Educational psychology as a discipline Psychology ii. Role of educational psychology learning and teaching today iii. cognitive development: Brain and cognitive development, iv. Guidelines to teaching: Piaget's theory of cognitive development,Vygotsky's Sociocultural perspective, Bronfenbrenner's social context, Self and moral development 6 Andragogy in i. Meaning of Andragogy education ii. Need and importance of Andragogy iii. Principles of Andragogy iv. Characteristics of Adult Learners v. Competencies of Self-Directed Learning 7 Learning and i. Concepts of Pedagogy Pedagogy ii. Meaning of Pedagogy iii. Steps of Pedagogical Analysis iv. Concepts of Critical Pedagogy v. Development of the concept of pedagogy vi. Need and importance of Pedagogy vii. Formulations of Learning Objectives, Teaching-Learning 8 Educational i. National Education Policy – 2020 Policies of Govt. ii. Digital initiatives in higher education. Of India iii. National Credit Framework iv. Academic Bank of Credits v. Competency/Outcome Based Curriculum  Key Highlights of the Book ‰‰ Provides thorough coverage of the NTET syllabus as per the National Commission for Indian System of Medicine (NCISM), ensuring all essential topics are addressed. ‰‰ Each unit includes detailed explanations and practice questions to test understanding and aid effective preparation. ‰‰ Explores various teaching methods, including traditional, modern, clinical, and bedside teaching, with a focus on understanding learners' characteristics and factors affecting teaching. ‰‰ Emphasizes effective communication skills, covering verbal, non-verbal, intercultural, and group communications, and addresses barriers to communication and the role of mass media. ‰‰ Practical classroom management strategies are provided, focusing on creating a conducive learning environment, psychological aspects, personal approaches, engagement techniques, technology use, and managing diverse classrooms. ‰‰ Highlights innovative assessment methods and educational technologies, including modern evaluation systems like the choice-based credit system and computer-based testing, and advances in educational technologies and ICT in governance. ‰‰ Insights into educational psychology are provided, discussing cognitive development, major educational psychology theories, and their practical applications. ‰‰ Covers principles of andragogy for teaching adult learners, including characteristics of adult learners and competencies for self-directed learning. ‰‰ Delves into pedagogical concepts, critical pedagogy, and the formulation of effective teaching- learning processes, emphasizing pedagogical analysis and learning objectives. ‰‰ Keeps educators updated on current Indian educational policies, including the National Education Policy 2020, digital initiatives in higher education, the National Credit Framework, the Academic Bank of Credits, and competency/outcome-based curriculum development. ‰‰ Designed for both seasoned practitioners transitioning into teaching and newcomers to Ayurveda education, making it a versatile and valuable resource. ‰‰ Reflects a deep commitment to advancing Ayurvedic education and ensuring well-prepared educators enter the field. ‰‰ MCQs are included at the end of each unit for practice and self-assessment, enhancing preparation for the NTET exam and reinforcing understanding of the material covered.  Contents 1. Teaching and Training 1 Classroom 122 ‰‰ 1.1 Teaching 1 ‰‰ 3.7 Forming Positive Learning ‰‰ 1.2 Teaching methods, new methods of Environments 124 teaching (approach). 19 ‰‰ 3.8 Disciplinary Problems 127 ‰‰ 1.3 Utilization of Basic teaching and ‰‰ 3.9 Management Strategies for Diverse basic skills of teaching 30 Classrooms 129 ‰‰ 1.4 Understanding Learner's ‰‰ MCQs 132 characteristics 32 4. Assessment Methods and Educational Tech- ‰‰ 1.5 Factors affecting teaching. 38 nologies 144 ‰‰ 1.6 Methods of teaching in Institutions ‰‰ 4.1 Administration of Evaluation of higher learning 42 Systems and Elements of Evaluation ‰‰ 1.7 Teaching Support System: 144 Traditional, Modern, and ICT based. 54 ‰‰ 4.2 Evaluation in Choice Based Credit ‰‰ 1.8 Methods of clinical teaching/ System in Higher education 151 bedside teaching 64 ‰‰ 4.3 Computer-based Testing 156 ‰‰ MCQs 67 ‰‰ 4.4 Consideration of Innovations in 2. Communication 73 evaluation systems 159 ‰‰ 2.1 Communication: Meaning, ‰‰ 4.5 Advancement in educational types, characteristics and purpose of technologies 162 communication. 73 ‰‰ 4.6 Information and Communication ‰‰ 2.2 Effective communication: Verbal Technology (ICT): General and Non-verbal, Inter-Cultural and abbreviations and terminology 164 group Communications, Classroom ‰‰ 4.7 Usage of Internet, Intranet, E-mail, communication 92 Audio and Video conferencing 166 ‰‰ 2.3 Barriers to effective ‰‰ 4.8 ICT and Governance 168 communication 96 ‰‰ MCQs 172 ‰‰ 2.4 Mass-Media and Society 98 5. Educational Psycology 182 ‰‰ MCQs 101 ‰‰ 5.1 Educational psychology as a 3. Classroom Management 106 discipline and Role of educational ‰‰ 3.1 Classroom Management 106 psychology learning and teaching ‰‰ 3.2 Practical Classroom today 182 Management 111 ‰‰ 5.2 Brain and cognitive ‰‰ 3.3 Psychology & Classroom development 188 Management 115 ‰‰ 5.3 Guidelines to teaching: 189 ‰‰ 3.4 Personal Approach to Classroom ‰‰ MCQs 206 Management 117 6. Andragogy in education 214 ‰‰ 3.5 Ensuring Engagement & Motivation ‰‰ 6.1 Meaning of Andragogy 214 in the Classroom 120 ‰‰ 6.2 Need and importance of ‰‰ 3.6 Routines & Technology in the Andragogy 216  Contents ‰‰ 6.3 Principles of Andragogy 217 ‰‰ MCQ 252 ‰‰ 6.4 Characteristics of Adult Learners 8. Educational Policies of Govt. of India 260 219 ‰‰ 8.1 National Education Policy – 2020 261 ‰‰ 6.5 Competencies of Self- Directed ‰‰ 8.2 Digital initiatives in higher education. Learning 221 273 ‰‰ MCQs 224 ‰‰ 8.3 National Credit Framework 276 7. Learning and Pedagogy 231 ‰‰ 8.4 Academic Bank of Credits 280 ‰‰ 7.1 Concepts and Meaning of Pedagogy ‰‰ 8.5 Competency/Outcome Based 231 Curriculum 282 ‰‰ 7.2 Steps of Pedagogical Analysis 234 ‰‰ MCQ 287 ‰‰ 7.3 Concepts of Critical Pedagogy 238 9. MCQ Answers ‰‰ Unit 1 295 ‰‰ 7.4 Development of the concept of pedagogy 242 ‰‰ Unit 2 296 ‰‰ 7.5 Need and importance of Pedagogy 244 ‰‰ Unit 3 297 ‰‰ Unit 4 300 ‰‰ 7.6 Formulations of Learning Objectives, Teaching-Learning 247 ‰‰ Unit 5 301 ‰‰ Unit 6 303  Chapter 1 Teaching and Training This unit on Teaching and Training provides Factors affecting teaching, such as the roles an essential foundation for understanding of teachers and learners, support materials, and mastering the art of education. It begins instructional facilities, learning environments, by exploring the concept of teaching, its and institutions, are examined in depth. The objectives, and various levels, including unit contrasts different methods of teaching in memory, understanding, and reflective higher education, including teacher-centered teaching, while outlining the characteristics versus learner-centered approaches and and basic requirements of effective teaching. offline versus online methods like Swayam The unit delves into traditional and innovative and MOOCs. Additionally, it covers various teaching methods, emphasizing the utilization teaching support systems, from traditional of fundamental and advanced teaching skills. to modern ICT-based tools, and introduces It addresses the diverse characteristics of methods of clinical and bedside teaching adolescent and adult learners, highlighting essential for medical and healthcare education. academic, social, emotional, and cognitive aspects, as well as individual differences. 1.1 Teaching Introduction obstacles that individuals seek to overcome and learn from in 1939. B.O. Smith sees teaching as When one person shares knowledge or skills a set of actions intended to induce learning, as with another, it's often referred to as teaching. stated in 1963. This can involve various methods, such as lectures or personal experiences. Teaching is Gage viewed teaching as a form of interpersonal considered both an art and a science. As an art, influence aimed at changing another person's it focuses on the creative abilities of the teacher behavior potential in 1963. He expanded on to create an engaging learning environment. As this by noting that teaching involves factors a science, it emphasizes the logical steps needed both within and beyond the teacher's control, to achieve learning goals. Different educators such as class size and teaching techniques. have different perspectives on teaching. Edmund Amidon saw teaching as an interactive process primarily occurring through classroom Some define teaching as an intimate interaction communication between teachers and students between a more experienced individual and a during specific activities in 1967. less experienced one, aimed at furthering the latter's education. Others liken it to the process Davis, Gagne, and Gage emphasized that of selling and buying, where teaching facilitates teaching is a scientific process involving learning. John Brubacher described teaching content, communication, and feedback. as setting up situations with challenges or They believed that teaching strategies significantly impact student learning and 2 Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teachers can be continuously improved. They also while John Dewey expands it to include society emphasized the importance of flexibility in or curriculum. This highlights the broad scope teaching methods and the establishment of of teaching beyond traditional classroom desired learning outcomes through appropriate settings, encompassing lifelong learning teaching environments. experiences involving various individuals and contexts. Meaning of Teaching Teaching, as described, is a multifaceted process Teaching is a fundamental social process essential for education, blending artistry and integral to education, viewed as the art of purposeful guidance to facilitate learning. guiding learners in acquiring knowledge, Various aspects can be explained as skills, and attitudes. Traditionally, it involved one-way instruction in a teacher-centered 1. Social and Integral to Education setting, but modern teaching emphasizes active Teaching is recognized as a social endeavor student engagement and constructive learning intertwined with the educational process. experiences. Teaching demands intellectual, It serves as a bridge between knowledge emotional, and physical effort, influenced by providers and learners, shaping individuals' societal values and cultural norms. Various growth and development within educational definitions highlight teaching's essence: settings. ‰‰ Yoakum & Simpson describe teaching as 2. Art of Guiding Learning experienced individuals guiding less experienced ones in life adjustment. Teaching is depicted as an art form, where educators skillfully guide learners in acquiring ‰‰ Morrison characterizes teaching as an knowledge, skills, and attitudes essential for intimate interaction between mature and their personal and intellectual development. It immature personalities to further the involves creating environments conducive to latter's education. learning, encouraging curiosity, and nurturing ‰‰ Thomas Green sees teaching as a critical thinking. task performed by teachers for child development. 3. Traditional vs. Modern Views ‰‰ Ryburn views teaching as encouraging the Traditionally, teaching was synonymous development of a child's abilities. with one-way instruction, with teachers as ‰‰ Clarke defines teaching as activities aimed the primary disseminators of knowledge at changing students' behavior. in a teacher-centered classroom. However, contemporary perspectives emphasize active ‰‰ John Brubacher describes teaching as student involvement and participatory learning creating situations where individuals experiences, shifting the focus from teaching to overcome obstacles and learn. learning. ‰‰ Flanders defines teaching as an interactive process where both teachers and students 4. Intellectual, Emotional, and Physical Demands participate and benefit. Teaching is portrayed as a demanding ‰‰ Abbatt and McMahon see teaching as profession requiring intellectual engagement, assisting others in learning. emotional investment, and physical exertion. These definitions reveal teaching as an Educators invest significant time and effort interactive, goal-oriented process aiming in planning, delivering instruction, and to facilitate learning systematically and supporting student learning, striving for structuredly. John Adam views teaching as a excellence in their practice. bipolar process involving teacher and student, Chapter 1 Teaching and Training 3 5. Influenced by Societal and Cultural Factors a commitment to encourageing meaningful Teaching is deeply influenced by societal learning experiences and positive outcomes for values, cultural norms, and philosophical all individuals involved. beliefs prevalent in the communities it serves. Educational practices reflect broader social, Concept of teaching political, and cultural contexts, shaping teaching The concept of teaching encompasses the approaches and pedagogical decisions. process of sharing knowledge, skills, and experiences from one person to another to 6. Diverse Definitions facilitate learning. It involves various methods Various definitions of teaching capture and approaches aimed at helping individuals its essence from different perspectives, acquire new information, understand concepts, highlighting its complexity and multifaceted develop skills, and change behaviors. Teaching nature. These definitions encompass teaching can be seen as both an art and a science, as guidance, facilitation, interaction, and with educators employing creativity and assistance in the learning process, underscoring imagination to engage learners, while also its dynamic and evolving nature. using logical and systematic strategies to achieve learning objectives. 7. Interactive and Goal-Directed Process The International Encyclopedia of Teaching Teaching is characterized as an interactive and and Teacher Education) have classified the goal-directed process, involving collaboration concept of teaching into three categories between teachers, students, and sometimes broader societal or curricular influences. It 1. Teaching as Success aims to achieve specific learning objectives This perspective emphasizes the symbiotic systematically and purposefully. relationship between teaching and learning. It suggests that effective teaching is inherently 8. Bipolar vs. Tri-polar View linked to successful learning outcomes. Here, While some views of teaching emphasize the teaching is seen as a catalyst for learning, relationship between teacher and student with the ultimate goal being the acquisition (bipolar), others expand this perspective of knowledge, skills, and understanding by to include broader societal or curricular students. This view underscores the importance influences (tri-polar). This highlights the of assessing teaching effectiveness based on its interconnectedness of teaching with broader impact on student learning, rather than solely educational contexts and stakeholders. on the delivery of instruction. 9. Lifelong Learning 2. Teaching as an Intentional Activity Teaching extends beyond formal classroom In this category, teaching is viewed as a settings to encompass lifelong learning purposeful and deliberate endeavor aimed experiences. It involves continuous learning at facilitating learning. While teaching does and development for both educators and not guarantee learning in every instance, it learners, encouraging a culture of curiosity, is carried out with the explicit intention of exploration, and growth throughout life. promoting learning outcomes. Teachers employ In essence, teaching is a dynamic and various instructional strategies, techniques, and multifaceted process that goes beyond mere methodologies to engage students, encourage instruction to inspire, guide, and empower critical thinking, and scaffold learning learners on their educational journey. It is a experiences. This perspective highlights the profession driven by passion, dedication, and strategic planning, implementation, and 20 Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teachers halls or settings where information material, modeling problem-solving dissemination is the primary focus. strategies, and providing direct feedback 2. Demonstration and Modeling: ‰‰ Teacher demonstrates a skill, process, B. New methods of teaching or concept while providing step-by- New methods of teaching includes following step instructions. methods- ‰‰ Often used in subjects such as science, art, and vocational education to 1. Flipped Classroom: illustrate techniques or procedures. The Flipped Classroom model is an instructional ‰‰ Provides students with a visual or strategy where traditional teaching methods hands-on example to follow and learn are reversed. Details as follows- from. THE DUR ING FLIPPED 3. Recitation and Drill: CLASSROOM IN CLASS ‰‰ Students practice and reinforce Student prective applying key knowledge or skills through repetitive GOAL GOAL GOAL exercises or drills. student preoare to student check their understanding and extend particular in class activities their learning ER O RE AFT ‰‰ Commonly used in subjects like BEF mathematics, language learning, and OUT OF CLASS memorization-based tasks. ‰‰ Helps students build fluency, accuracy, and proficiency through repeated a. Pre-Class Learning: practice. ‰‰ Students are assigned pre-class 4. Discussion-Based Learning: materials to study independently before attending the class. ‰‰ Students engage in group discussions, debates, or dialogues to explore ideas, ‰‰ These materials can include videos, analyze texts, or solve problems. readings, or interactive online modules that cover the lesson's content. ‰‰ Encourages critical thinking, communication skills, and b. In-Class Activities: collaboration among students. ‰‰ Classroom time is then used for ‰‰ Allows for exploration of multiple interactive activities, discussions, and perspectives and encourages active hands-on learning experiences. engagement with course material. ‰‰ Teachers facilitate discussions, answer 5. Direct Instruction: questions, and provide guidance as students apply the pre-class learning to ‰‰ Teacher provides explicit instruction solve problems or engage in projects. and guided practice to teach specific concepts or skills. c. Benefits: ‰‰ Typically follows a structured format, ‰‰ Allows students to learn at their own including teacher-led instruction, pace and review materials as needed guided practice, and independent before class. practice. ‰‰ Promotes active learning and ‰‰ Commonly used for introducing new Chapter 1 Teaching and Training 21 engagement during class time. a. Definition: ‰‰ Encourages deeper understanding ‰‰ Tactile learning involves using touch through application and collaboration. and physical movement to learn and ‰‰ Provides opportunities for understand new concepts. personalized instruction and feedback ‰‰ It emphasizes hands-on experiences, from the teacher. manipulation of objects, and interaction with the physical environment. d. Technology Integration: ‰‰ Technology plays a crucial role in b. Characteristics: delivering pre-class materials, such as ‰‰ Tactile learners learn best when they video lectures or online quizzes. can touch, feel, and explore materials. ‰‰ Online platforms or learning ‰‰ They often excel in activities such management systems (LMS) may as experiments, building models, or be used to organize and distribute participating in simulations. materials, track student progress, and ‰‰ They may struggle with traditional facilitate communication. lecture-based instruction and benefit from opportunities to move around e. Challenges: and engage in active learning. ‰‰ Requires careful planning and preparation to create effective pre-class c. Examples: materials. Tactile learners may benefit from activities such ‰‰ Relies on students' access to technology as: and self-discipline to complete pre- ‰‰ Performing science experiments class assignments. ‰‰ Building models or structures ‰‰ May require adjustments to traditional ‰‰ Engaging in role-playing or simulations teaching methods and classroom dynamics. ‰‰ Participating in hands-on art or craft projects 2. Tactile Learning: ‰‰ Using manipulative to solve math Tactile learning, also known as kinesthetic problems learning, is a learning style in which individuals prefer to engage with material through physical d. Benefits: activities and hands-on experiences. Here's ‰‰ Enhances retention and understanding more detail: through physical engagement with the material. ‰‰ Encourages active participation and involvement in the learning process. ‰‰ Appeals to individuals who have a preference for hands-on activities and learn best through doing. e. Application: ‰‰ Educators can incorporate tactile learning activities into their teaching by providing hands-on materials, Chapter 1 Teaching and Training 67 5. Follow-up and Closure: the education and professional development ‰‰ Summarize Key Learning Points: The of healthcare learners. Through experiential teacher summarizes key learning learning in authentic clinical settings, learners points from the teaching session, acquire not only medical knowledge and reinforcing important concepts and technical skills but also the critical thinking, clinical principles. communication, and professionalism essential for competent and compassionate patient care. ‰‰ Address Patient Care Needs: The teacher ensures that the patient's care needs By engaging learners in active participation, are addressed, including any necessary real-time feedback, and reflective practice, follow-up appointments, consultations, clinical teaching fosters a culture of lifelong or interventions. learning and continuous improvement. It empowers learners to navigate the complexities ‰‰ Encourage Application of Learning: The of healthcare delivery with confidence, teacher encourages learners to apply empathy, and integrity, ultimately enhancing the knowledge and skills gained the quality and safety of patient care. during the session in future patient encounters, reinforcing the value of As we navigate the evolving landscape of experiential learning and continuous healthcare, clinical teaching remains an professional development. indispensable component of medical education, perpetuating the legacy of excellence in clinical Clinical teaching, encompassing various practice and inspiring the next generation of methods such as one-on-one instruction, healthcare professionals to uphold the highest Precepting, case-based learning, and simulation- standards of care and compassion. based training, plays a pivotal role in shaping MCQs 1. What is the main concept of teaching? c) Reflective a) Imparting knowledge d) None of the above b) Empowering learners 4. What is a characteristic of reflective c) Following a curriculum teaching? d) Achieving high test scores a) Recalling information 2. What are the objectives of teaching? b) Applying knowledge in new situations a) Fostering curiosity c) Analyzing and evaluating ideas b) Developing critical thinking d) Engaging in self assessment and improvement c) Promoting lifelong learning 5. Which basic requirement of teaching d) All of the above involves having a bachelor's degree in 3. Which level of teaching involves recalling education or a related field? facts or information without understanding a) Subject Matter Expertise their meaning? b) Pedagogical Skills a) Memory c) Educational Qualifications b) Understanding d) Interpersonal Skills 68 Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teachers 6. What is the primary objective of d) Reflective understanding in teaching? 12. What is an essential characteristic of a) Recalling facts professionalism in teaching? b) Grasping the meaning of information a) Maintaining confidentiality c) Applying knowledge b) Avoiding collaboration with colleagues d) Reflecting on learning experiences c) Ignoring ethical standards 7. Which level of teaching involves using d) Demonstrating dishonesty acquired knowledge and skills in new or 13. Which basic requirement of teaching familiar situations? involves collaborating with colleagues, a) Memory parents, and stakeholders to support student success? b) Understanding a) Continuous Professional Development c) Reflective b) Interpersonal Skills d) Applying c) Subject Matter Expertise 8. What is a characteristic of effective communication in teaching? d) Pedagogical Skills a) Using complicated language 14. What is the primary objective of applying in teaching? b) Confusing students with complex explanations a) Recalling facts c) Conveying ideas clearly and effectively b) Grasping the meaning of information d) Avoiding interaction with students c) Using knowledge in new situations 9. Which basic requirement of teaching d) Reflecting on learning experiences involves regularly reflecting on teaching 15. Which level of teaching involves making practices and student outcomes? judgments or assessments based on criteria a) Continuous Professional Development and standards? b) Interpersonal Skills a) Memory c) Subject Matter Expertise b) Understanding d) Pedagogical Skills c) Evaluating 10. What is the main objective of reflective d) Reflective teaching? 16. What is a characteristic of effective a) Recalling facts classroom management in teaching? b) Grasping the meaning of information a) Creating a negative learning environment c) Applying knowledge b) Ineffective communication with d) Engaging in self assessment and students improvement c) Establishing routines and managing 11. Which level of teaching involves breaking behavior down complex information into smaller parts and identifying patterns? d) Avoiding student engagement a) Memory 17. Which basic requirement of teaching involves adapting instruction to meet b) Understanding the diverse needs and learning styles of c) Analyzing students?  Chapter 2 Communication Effective communication is fundamental to listening, engagement techniques, cultural the teaching and learning process, shaping sensitivity, feedback mechanisms, non-verbal the educational experience and influencing communication, emotional intelligence, and student outcomes. In today’s diverse and technology integration come together to create technology-driven classrooms, the ability of a dynamic and inclusive learning environment. teachers to convey information clearly, listen Through examining these key elements, we actively, and engage students meaningfully gain insight into how teachers can enhance is more crucial than ever. This Unit explores their communication skills to foster better the multifaceted role of communication in understanding, motivation, and academic teaching, highlighting how clarity, active success among students. 2.1 Communication: Meaning, types, characteristics and purpose of communication. Meaning Types of Communication In the context of teaching, communication Effective communication is a cornerstone of refers to the dynamic process through which successful teaching, enabling educators to teachers convey information, instructions, convey information clearly, engage students, and feedback to students, and through which and foster a positive learning environment. they receive and interpret students' responses In the classroom, teachers utilize a variety and feedback. It encompasses both verbal of communication types to meet the diverse and non-verbal methods, including speaking, needs of students and enhance the educational writing, gestures, body language, and the use experience. These types of communication of multimedia tools. Effective communication include verbal, non-verbal, written, digital, in teaching is essential for creating an engaging visual, and paralinguistic methods. Each and productive learning environment, ensuring form of communication plays a distinct that students understand the material, feel role in facilitating learning, from delivering supported, and are motivated to participate lectures and organizing group discussions actively in their education. It involves clarity, to using multimedia tools and visual aids. active listening, cultural sensitivity, and the Understanding and integrating these different ability to adapt messages to meet the diverse types of communication allows teachers to needs of students, thereby facilitating better create dynamic and inclusive classrooms where learning outcomes and fostering a positive every student has the opportunity to thrive. educational experience. Following are the main types-  Chapter 3 Classroom Management Classroom management is crucial for creating establishing rules and routines, fostering a productive learning environment. It positive relationships, and addressing behavior involves strategies and techniques teachers issues promptly and fairly. Effective classroom use to maintain order, engage students, and management can greatly enhance the learning facilitate effective learning. This includes experience for both students and teachers. 3.1 Classroom Management Definition of classroom management 3. Enhance Student Engagement in Academic Tasks: It refers to the actions teachers take to create a supportive environment for the academic and ‰‰ Foster active participation in learning social emotional learning of students. There are through interactive and collaborative 5 types of action In order to attain a high quality activities. of classroom management which a teacher has ‰‰ Establish clear classroom rules and to take these actions are procedures to guide behavior and maintain order. 1. Cultivate Caring and Supportive Relationships: ‰‰ Use varied instructional methods to ‰‰ Build strong, positive connections with cater to different learning styles and students. keep students interested. ‰‰ Encourage mutual respect and 4. Promote Social Skills and Self Regulation: understanding among students. ‰‰ Integrate social emotional learning ‰‰ Create a classroom atmosphere where into daily activities to help students students feel safe and valued. develop empathy, cooperation, and conflict resolution skills. 2. Optimize Students’ Access to Learning: ‰‰ Teach and model self regulation ‰‰ Plan and deliver instruction in a strategies to help students manage structured manner that facilitates easy their emotions and behaviors. access to learning for all students. ‰‰ Provide opportunities for students to ‰‰ Develop clear, consistent routines and practice social skills through group procedures to minimize disruptions work and peer interactions. and maximize instructional time. ‰‰ Ensure that instructional materials and 5. Implement Appropriate Behavioral activities are accessible and engaging Interventions: for diverse learners. ‰‰ Use positive reinforcement and Chapter 3 Classroom Management 105 consequences to guide student 3. Relationships: behavior. ‰‰ Build strong, supportive relationships ‰‰ Address behavioral issues promptly with and among students. and fairly, using strategies such as ‰‰ Show genuine interest in students' restorative practices or individualized lives and wellbeing. behavior plans. ‰‰ Foster a sense of community and ‰‰ Collaborate with parents, counselors, belonging within the classroom. and other professionals to support students with persistent behavioral 4. Excellence: challenges. ‰‰ Set high expectations for academic and By focusing on these five areas, teachers can behavioral performance. create a well managed classroom that supports ‰‰ Encourage students to strive for their both academic and social emotional learning. best and provide support to help them Principles of classroom management achieve their goals. ‰‰ Continuously improve teaching Classroom management involves the practices and seek professional strategies used to establish and maintain a development opportunities to enhance learning environment that supports effective instructional effectiveness. instruction. This includes organizing the physical space, setting rules and procedures, By focusing on these principles, teachers can and keeping students focused and engaged create a well managed classroom that promotes in their activities (Brophy). The fundamental successful learning and positive student principles of classroom management can outcomes. be summarized by the acronym CARE: Classroom Management Strategies Consistency, Awesomeness, Relationships, and Excellence. Classroom management strategies aim to enhance student behavior, such as self-control, 1. Consistency: through a combination of preventive and ‰‰ Apply rules and procedures uniformly reactive interventions. Key strategies include: to ensure fairness and predictability. 1. Teacher Behavior-Focused Interventions: ‰‰ Maintain a regular routine to help students understand what to expect. Objective: Enhance teachers' ability to manage ‰‰ Follow through with consequences the classroom effectively. and rewards consistently to reinforce behavior expectations. Strategies: ‰‰ Maintaining Order: Implement techniques 2. Awesomeness: to keep the classroom organized and ‰‰ Create an engaging and inspiring minimize disruptions. classroom atmosphere that motivates ‰‰ Introducing Rules and Procedures: Clearly students. define and communicate classroom rules ‰‰ Use creative and dynamic teaching and procedures to students, ensuring they methods to capture students’ interest. understand expectations. ‰‰ Celebrate student achievements and ‰‰ Disciplinary Interventions: Apply consistent progress to foster a positive learning and fair disciplinary actions to address environment. Chapter 4 Assessment Methods and Educational Technologies 143 stated objectives of our own standards of 1. Educational Aim excellence." a) Quality Control in Learning: Elaborating on this definition, an evaluation ‰‰ Ensure that the learning outcomes system involves a systematic and comprehensive meet the required standards and process designed to assess various aspects of a objectives. program. This includes evaluating individual ‰‰ Assess whether students have components (parts), the methods and activities used to deliver the program (process), and effectively acquired the knowledge the end results or impacts of the program and skills outlined in the curriculum. (outcomes). The primary purpose of this Learning evaluation is to determine the effectiveness and efficiency of the program in achieving its predefined goals and objectives. In practical terms, this means that an evaluation Teaching Curriculum system gathers data through various means such as observations, tests, surveys, and other assessment tools. b) Quality Control in Teaching: This data is then analyzed to identify strengths ‰‰ Evaluate the effectiveness of and weaknesses within the program. For teaching methods and strategies. instance, if a program aims to improve student ‰‰ Provide feedback to teachers literacy rates, the evaluation system would to improve their instructional assess whether literacy rates have indeed practices. improved and whether the teaching methods employed were effective. c) Curriculum Alignment: Tuckman's definition emphasizes that the ‰‰ Ensure that the curriculum is evaluation is not just about meeting minimum effectively implemented and that requirements but also about achieving a higher teaching practices align with standard of excellence. curriculum goals. This means the evaluation system should ‰‰ Identify areas where the curriculum benchmark performance against best practices may need adjustments to better and high standards, ensuring continuous meet student needs and educational improvement and accountability. standards. By examining whether the parts, processes, and outcomes align with the stated objectives 2. Administrative Goal and standards of excellence, the evaluation system provides valuable insights that inform a) Responsibility to Society: decision-making, program adjustments, and ‰‰ Ensure that the education system future planning. produces well-rounded individuals who can contribute positively to Objectives of Evaluation System society. The evaluation system in education serves Society multiple objectives to ensure the effective functioning and continuous improvement of educational processes. These objectives can be Parents Eductional System categorized and detailed as follows: 158 Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teachers ‰‰ E-portfolios promote self-reflection, 7. Just-In-Time Teaching: met cognition, and digital literacy ‰‰ Just-in-time teaching involves using skills, as learners curate, organize, and feedback from learners to adapt lesson present their work online. plans and instructional strategies in real-time. 4. Podcasts and Vlogs: ‰‰ Educators collect feedback through ‰‰ Podcasts and vlogs are multimedia pre-class assignments, surveys, or polls formats used by learners to and use it to tailor upcoming lessons to communicate ideas, share experiences, learners' needs and interests. and demonstrate understanding. ‰‰ This approach promotes learner- ‰‰ They offer a creative and engaging way centered instruction, responsiveness, for learners to present information, and engagement in the learning express opinions, and connect with process. audiences. ‰‰ Educators can assess learners' 8. Assessment Rubrics: communication skills, content ‰‰ Assessment rubrics provide clear knowledge, and presentation abilities criteria and standards for evaluating through podcasts and vlogs. learners' performance on assignments, projects, or activities. 5. Talk-Show Performances: ‰‰ They outline expectations, identify ‰‰ Talk-show performances involve key components, and define levels of learners role-playing as hosts, guests, achievement for each criterion. or experts discussing topics related to the curriculum. ‰‰ Rubrics support consistent, fair, and transparent assessment practices, ‰‰ This format encourages collaboration, helping learners understand critical thinking, and public speaking expectations and receive meaningful skills as learners engage in dialogue feedback. and debate. ‰‰ Educators can assess learners' ability 9. Use of Technological Interventions: to articulate ideas, support arguments, ‰‰ Technological interventions encompass and respond to questions in a dynamic a wide range of tools and resources used and interactive setting. to enhance learning and assessment. 6. Minute-Paper: ‰‰ Examples include online learning platforms, educational apps, ‰‰ The minute paper is a brief writing simulation software, and virtual reality activity where learners take one to environments. two minutes to respond to a prompt or question. ‰‰ Technology promotes active learning, collaboration, and personalized ‰‰ It provides educators with immediate instruction, while also providing feedback on learners' understanding, opportunities for data-driven decision- misconceptions, and questions. making and assessment analytics ‰‰ Minute papers promote active engagement and reflection, helping Benefits of innovations in the evaluation system learners consolidate learning and The benefits of innovations in the evaluation identify areas for further exploration. system are multifaceted and impact various  Chapter 5 Educational Psycology Educational psychology is a vital field key theories like Piaget's stages of cognitive that combines insights from psychology, growth, Vygotsky's socio-cultural perspective, neuroscience, and education to understand and and Bronfenbrenner's ecological systems enhance learning and teaching processes. This theory. Additionally, it covers self and moral unit explores its role as a discipline, emphasizing development, highlighting how educational its impact on modern education by addressing psychology informs the holistic development of diverse student needs and promoting effective students, fostering both academic and personal instructional strategies. It delves into cognitive growth development, examining the brain's role and 5.1 Educational psychology as a discipline and Role of educational psychology learning and teaching today Educational psychology is a branch of branch of psychology focused on teaching psychology that studies the behavior of learners and learning. in relation to their education. This specialized b) Crow and Crow: Educational psychology field focuses on improving the teaching and describes and explains an individual's learning processes, enabling teachers to teach learning experiences from birth to old age. effectively and students to learn with minimal effort. Educational psychology serves the c) E. A. Peel: Educational psychology is the field of education by providing essential science of education. knowledge and skills, much like how science d) Trow: Educational psychology studies and technology enhance efficiency in daily the psychological aspects of educational activities by maximizing output with minimal settings input of time and labor. It applies psychological e) Stephens: Educational psychology examines findings to educational settings, systematically educational growth and development. studying individual development within these f) Judd: Educational psychology is a scientific contexts. Essentially, it is the scientific study of study of an individual's developmental human behavior in educational environments, stages from birth to adulthood. aimed at understanding, predicting, and guiding behavior to achieve educational and E.A. Peel also states that educational psychology life goals. helps teachers understand their students' development, capacities, learning processes, and Definitions of Educational Psychology: social relationships Various Definition of Educational Psychology are as Follows- The Nature of Educational Psychology: a) C.E. Skinner: Educational psychology is the The nature of educational psychology is  Chapter 6 Andragogy in education Andragogy refers to the theory and practice involving learners in the planning and of adult education. It emphasizes self-directed evaluation of their own learning, drawing learning, acknowledging that adults have on their life experiences, and fostering a different motivations and learning styles collaborative learning environment. compared to children. Key principles include 6.1 Meaning of Andragogy Andragogy, originated from the Greek words and emphasize the practical application "andr" meaning adult and "agogos" meaning of knowledge. This might involve using leading, is a concept that outlines the distinct problem-based learning approaches, providing ways in which adults learn compared to opportunities for collaborative learning and children. Unlike children, adults are typically peer interaction, and offering flexibility in the more self-directed in their learning, meaning delivery of instruction to accommodate the they take greater responsibility for their own diverse needs and preferences of adult learners. education and are motivated by internal factors Ultimately, by understanding and addressing rather than external rewards or authority the unique characteristics and motivations of figures. Additionally, adults bring a wealth adult learners, educators can create learning of life experience and prior knowledge to the experiences that are more engaging, relevant, learning process, which can influence their and impactful. engagement and comprehension of new information. Definition of Andragogy: Furthermore, adults are often motivated to Andragogy is the study of understanding learn when they perceive the relevance and theory and facilitating the lifelong education of applicability of the knowledge to their personal adults. Malcolm Knowles described it as both or professional lives. They are also more likely the art and science of adult learning, covering to engage in learning activities that allow them all types of adult education. Therefore, it serves to apply what they have learned in real-world as a learner-centered approach applicable to contexts, as opposed to passive or abstract individuals of all ages. learning experiences. Assumptions concerning Educators can leverage the principles of Andragogy (Knowles, 1980) andragogy to design more effective adult education programs by incorporating strategies that promote self-directed learning, 1. Relevance: encourage active participation and reflection, ‰‰ Adults need to understand the purpose 212 Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teachers and relevance of what they are learning. application of knowledge and skills to ‰‰ They are more motivated to learn when real-life situations. they perceive the practical benefits of ‰‰ Learning experiences should equip acquiring new knowledge or skills. adults with the abilities they need to succeed in their personal and 2. Experiential Learning: professional lives. ‰‰ Adults learn best through direct experience and hands-on activities. 3. Problem-Centric: ‰‰ Learning activities should be designed ‰‰ Andragogy places a strong emphasis to actively engage adults in applying on problem-solving and critical new concepts or skills in real-world thinking skills. contexts. ‰‰ Learning activities should challenge adults to analyze complex issues, 3. Problem-Solving Orientation: develop creative solutions, and make ‰‰ Adults tend to approach learning informed decisions. as a means of solving problems or addressing challenges they encounter 4. Different Methodology: in their personal or professional lives. ‰‰ Andragogy requires a different ‰‰ Learning experiences should provide approach to teaching and learning opportunities for adults to analyze compared to pedagogy (the theory of problems, generate solutions, and child education). reflect on their effectiveness. ‰‰ Teaching methods should be tailored to adult learning styles and preferences, 4. Immediate Applicability: such as active participation, group ‰‰ Adults are most motivated to learn discussions, and self-directed study. when they perceive the immediate relevance and applicability of the 5. Application Oriented: subject matter to their current needs or ‰‰ Andragogy prioritizes the application interests. of knowledge to practical situations. ‰‰ Learning experiences should be ‰‰ Learning experiences should focus on designed to address issues that are of developing skills and competencies immediate concern or importance to that adults can immediately apply in adult learners. their personal and professional lives. Nature of Andragogy: 6. Experience-Based: 1. Adult Learning: ‰‰ Andragogy recognizes the value ‰‰ Andragogy focuses on the unique of adults' prior experiences and characteristics, needs, and preferences knowledge. of adult learners. ‰‰ Learning activities should build upon ‰‰ It acknowledges that adults bring adults' existing skills and expertise, diverse life experiences, motivations, fostering a deeper understanding of and learning styles to the educational new concepts. setting. 7. Individualistic: 2. Pragmatic: ‰‰ Andragogy acknowledges the diversity ‰‰ Andragogy emphasizes the practical  Chapter 7 Learning and Pedagogy Learning and pedagogy are essential to diverse learners and promote deeper components of education. Learning refers to understanding and retention of concepts. the process of acquiring knowledge, skills, and attitudes, while pedagogy refers to the methods, strategies, and theories of teaching. Effective pedagogy considers factors such as students' backgrounds, learning styles, and abilities to create engaging and meaningful learning experiences. It involves not only the delivery of content but also fostering critical thinking, creativity, and problem-solving skills in students. Different pedagogical approaches, such as experiential learning, inquiry-based learning, and collaborative learning, cater 7.1 Concepts and Meaning of Pedagogy Pedagogy refers to the theory and practice teaching methods and practices. of teaching. It encompasses the methods ‰‰ It is often described as both an art and and strategies that educators use to impart a science, encompassing the theory and knowledge and skills to learners. Pedagogy practice of education. is concerned with the interactions between ‰‰ Pedagogy guides educators in how to teachers, students, and the learning environment, and aims to facilitate effective effectively teach, considering both the learning experiences. It involves understanding content being taught and the needs of how different teaching approaches affect learners. learning outcomes and adapting these methods 2. Types of Pedagogy: to meet the needs and interests of students. Pedagogy also draws on insights from A. Teacher-Centered Pedagogy: educational psychology to create a supportive and engaging educational setting. The ultimate ‰‰ Focuses on the role of the teacher as goal of pedagogy is to promote meaningful the primary source of knowledge and learning that students can apply in various instruction. contexts. ‰‰ Teaching methods are centered around 1. Pedagogy Definition: lectures, direct instruction, and teacher- led activities. ‰‰ Pedagogy is the systematic study of 244 Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teachers environment, or specific scenarios. following the steps outlined in the Example: "Using a graphing calculator, students American Heart Association guidelines." will be able to..." ‰‰ "Students will be able to operate laboratory equipment to conduct a chemical 5. Set Performance Criteria experiment accurately." ‰‰ Establish clear criteria for acceptable performance. Using Bloom’s Taxonomy Example: "Students will be able to complete a 1. Remembering 10-minute presentation with no more than 3 ‰‰ Verbs: Define, list, name, recall errors." ‰‰ Objective: "Students will be able to list Examples of Learning Objectives the key components of a cell." 2. Understanding Cognitive Domain (Knowledge-based) ‰‰ Verbs: Describe, explain, summarize ‰‰ Remembering: "By the end of this lesson, students will be able to list the major causes ‰‰ Objective: "Students will be able to of World War II." explain the process of photosynthesis." ‰‰ Understanding: "Students will be able to 3. Applying explain the significance of the Treaty of ‰‰ Verbs: Use, implement, solve Versailles in the context of World War II." ‰‰ Objective: "Students will be able to use ‰‰ Applying: "Students will be able to apply the principles of supply and demand to real- algebraic formulas to solve quadratic world economic scenarios." Analyzing: equations." "Students will be able to analyze the impact 4. Analyzing of the Industrial Revolution on urban development." ‰‰ Verbs: Differentiate, compare, analyze ‰‰ Evaluating: "Students will be able to evaluate ‰‰ Objective: "Students will be able to the effectiveness of different leadership compare the themes of two different styles in historical contexts." novels." ‰‰ Creating: "Students will be able to create 5. Evaluating a detailed timeline of significant events during the Renaissance." ‰‰ Verbs: Judge, critique, evaluate ‰‰ Objective: "Students will be able to Affective Domain (Attitude-based) evaluate the effectiveness of different ‰‰ "Students will demonstrate a positive marketing strategies." attitude towards environmental 6. Creating conservation by participating in at least two community clean-up events." ‰‰ Verbs: Design, construct, formulate ‰‰ "Students will show increased empathy ‰‰ Objective: "Students will be able to by actively listening and providing design an experiment to test a scientific constructive feedback during peer reviews." hypothesis." Psychomotor Domain (Skills-based) SMART Criteria ‰‰ "By the end of the training, participants Ensure your objectives meet the SMART will be able to perform a CPR procedure criteria: 270 Mastering NTET: Comprehensive Guide for Aspiring Ayurveda Teachers ‰‰ Features: Simulates physical lab environments, offering experiments and practical exercises online. ‰‰ Access: Beneficial for students in institutions lacking physical lab infrastructure. 5. e-PG Pathshala: ‰‰ Content: Books, research papers, theses, articles, videos, and more across various subjects. ‰‰ Access: Free and multilingual, supporting diverse educational needs. 3. DigiLocker: ‰‰ Description: UGC’s initiative offering high-quality e-content for postgraduate courses. ‰‰ Content: Comprehensive and structured course materials across multiple subjects. ‰‰ Access: Free for all students and educators, enhancing postgraduate DigiLocker education. 6. National Academic Depository (NAd): ‰‰ Description: Part of the Digital India initiative, providing secure access to digital documents. ‰‰ Usage: Storage of educational NATIONAL ACADEMIC DEPOSITORY certificates, degrees, and mark sheets. Transparency &Transformation Through Digitization ‰‰ Verification: Ensures authenticity and easy verification of academic records ‰‰ Description: Digital repository for by employers and institutions. academic awards (degrees, diplomas, certificates, etc.). 4. Virtual Labs: ‰‰ Features: Online verification, retrieval, ‰‰ Description: Project under NMEICT and safe storage of academic records. providing remote access to labs for various science and engineering ‰‰ Security: Ensures tamper-proof and disciplines. easily accessible records. Chapter 8 Educational Policies of Govt. of India 271 7. AICTE's e-Learning Initiatives: training and skill development to ‰‰ Description: Various initiatives by enhance employability. AICTE to promote digital learning. ‰‰ Initiatives: Examples: ‰‰ Skill India: Digital platforms ‰‰ NPTEL: Collaboration with IITs and IISc offering skill-based courses and providing online courses in engineering certifications. and sciences. ‰‰ NSDC: National Skill Development ‰‰ SWAYAM-Prabha: Group of 32 DTH Corporation providing e-learning channels devoted to telecasting high- resources for skill enhancement. quality educational programs 24x7. ‰‰ Goals: Bridging the skill gap and ‰‰ Access: Free courses with optional increasing job readiness. certification. 11. Technology-Enhanced Learning (TEL) Centers: MOOC 8. MOOCs and Online Degree Programs: ‰‰ Description: Establishment of centers in universities to promote digital tools in education. ‰‰ Activities: Training faculty and students, developing digital curriculum, and integrating technology into teaching. MASSIVE OPEN ONLINE COURSE 12. Collaborations with EdTech Companies: There may be 100000 Anyone anywhere Cousework MOOC are ‰‰ Partnerships: Universities collaborating is delived very simfar student in a MOOC can reginter for these eninds ever to not online with EdTech firms like BYJU'S, collage courses courses the Interrial Unacademy, and Simplilearn. ‰‰ Institutions: IITs, IIMs, and other ‰‰ Offerings: Online tutoring, test universities offering online courses preparation, and professional courses. and degrees. ‰‰ Benefits: Leveraging technology ‰‰ Platforms: Partnerships with Coursera, to enhance learning outcomes and edX, and local portals. accessibility ‰‰ Courses: Wide range from technology and management to arts and Benefits of digital initiatives in higher education humanities. The benefits of digital initiatives in higher 9. AI and Data Analytics in Education: education include: ‰‰ Usage: Personalized learning 1. Enhanced Access to Education: experiences, tracking student ‰‰ Digital initiatives enable students performance, and administrative in remote or rural areas to access efficiency. educational resources and courses. ‰‰ Examples: Predictive analytics to ‰‰ They provide flexible learning identify at-risk students, adaptive opportunities for students with learning systems adjusting to disabilities or those who cannot attend individual needs. traditional classes due to personal or 10. Skill Development and Employability Programs: professional commitments. ‰‰ Online courses and digital libraries ‰‰ Description: Focus on vocational Chapter 8 Educational Policies of Govt. of India 281 empowering them to take ownership 6. Progress Based on Mastery of their education. ‰‰ In CBE, students advance when they ‰‰ Clear communication of mastery demonstrate mastery of competencies, criteria and learning goals allows rather than based on time spent in class students to monitor their own progress or completion of assignments. and seek assistance when needed. ‰‰ Mastery is determined by students' ‰‰ Transparent goals and outcomes ability to understand concepts, foster a sense of responsibility and apply knowledge, and demonstrate engagement in the learning process. proficiency in relevant skills. ‰‰ Data-based reporting and regular 4. Individualized Support assessments inform decisions about ‰‰ CBE provides personalized support student progress, ensuring that tailored to each student's needs, students move forward when they allowing them to progress on a unique are ready to do so based on their learning path. demonstrated understanding and ‰‰ Teachers work with students through application of concepts their strengths and weaknesses, guiding them towards mastery with Benefits of Competency-Based Education (CBE) individualized attention. ‰‰ Students have frameworks for seeking 1. Flexible Self-Paced Learning help and know when to approach Unlike traditional methods, CBE allows teachers for assistance, ensuring students to learn at their own pace, offering they receive the support they need to flexibility in education. Teachers can define succeed. competencies and track student progress throughout the session. 5. Assessment for Mastery and Growth ‰‰ CBE utilizes various assessment 2. Practical Experience methods, including authentic CBE focuses on providing practical solutions assessments, formative assessments, rather than theoretical knowledge, helping and digital content assessments, to students understand real-world problems and evaluate student mastery and guide develop problem-solving skills. Assessments instruction. and curriculum patterns can be tailored to ‰‰ Authentic assessments allow students provide practical experience. to apply their knowledge to real-life 3. Personalized Teaching-Learning situations, demonstrating mastery and acquiring skills relevant to their future. Teachers can track student progress using CBE software, gaining insights into students' ‰‰ Formative assessments provide strengths, weaknesses, and skill development. ongoing feedback to students and This allows for personalized training to help teachers, helping to identify areas for students progress to the next level. improv