NTA UGC NET/SET/JRF Paper I - Teaching and Research Aptitude (2019) PDF

 About Pearson Pearson is the world’s learning company, with presence across 70 countries worldwide. Our unique insights and world-class expertise comes from a long history of working clo...

 About Pearson Pearson is the world’s learning company, with presence across 70 countries worldwide. Our unique insights and world-class expertise comes from a long history of working closely with renowned teachers, authors and thought leaders, as a result of which, we have emerged as the preferred choice for millions of teachers and learners across the world. We believe learning opens up opportunities, creates fulfilling careers and hence better lives. We hence collaborate with the best of minds to deliver you class-leading products, spread across the Higher Education and K12 spectrum. Superior learning experience and improved outcomes are at the heart of everything we do. This product is the result of one such effort. Your feedback plays a critical role in the evolution of our products and you can contact us - [email protected]. We look forward to it. A01_UGC-NET-TEACHIN_XXXX_FM.indd 1 7/15/2019 8:06:58 PM  This page is intentionally left blank A01_UGC-NET-TEACHIN_XXXX_FM.indd 2 7/15/2019 8:06:58 PM  NTA UGC NET/SET/JRF Paper 1 Teaching and Research Aptitude Third Edition KVS Madaan Faculty cum Founder-director netmentor.net, Chandigarh Former Associate Director Arni School of Business Management Arni University Himachal Pradesh A01_UGC-NET-TEACHIN_XXXX_FM.indd 3 7/15/2019 8:06:58 PM  To my revered gurus, my parents Smt. Devika Rani and Late Shri. Prem Singh Madaan Copyright © 2020 Pearson India Education Services Pvt. Ltd Published by Pearson India Education Services Pvt. Ltd, CIN: U72200TN2005PTC057128. No part of this eBook may be used or reproduced in any manner whatsoever without the publisher’s prior written consent. This eBook may or may not include all assets that were part of the print version. The publisher reserves the right to remove any material in this eBook at any time. ISBN 978-93-534-3953-8 eISBN: Head Office: 15th Floor, Tower-B, World Trade Tower, Plot No. 1, Block-C, Sector 16, Noida 201 301, Uttar Pradesh, India. Registered Office: The HIVE, 3rd Floor, Pillaiyar Koil Street, Jawaharlal Nehru Road, Anna Nagar, Chennai 600 040, Tamil Nadu, India. Phone: 044-66540100 website: in.pearson.com, Email: [email protected] A01_UGC-NET-TEACHIN_XXXX_FM.indd 4 7/15/2019 8:06:58 PM  Contents Prefacevii About NTA ix About the Author x Syllabusxi Strategy about NTA-UGC NET Exam xix 1 Teaching Aptitude 1.1 2 Research Aptitude 2.1 3 Comprehension 3.1 4 Communication 4.1 5 Mathematical Reasoning and Aptitude5.1 6 Logical Reasoning 6.1 7 Data Interpretation7.1 8 Information and Communication Technology (ICT) 8.1 9 People, Development and Environment 9.1 10 Higher Education System 10.1 UGC NET Paper 1 December 2012 P.1 UGC NET Paper 1 June 2013 P.8 UGC NET Paper 1 Reconduct June 2013 (in September, 2013) P.13 UGC NET Paper 1 December 2013 P.19 UGC NET Paper 1 June 2014 P.25 CBSE-UGC NET Paper 1 December 2014 P.31 CBSE-UGC NET Paper 1 June 2015 P.36 CBSE-UGC NET Paper 1 December 2015 P.42 CBSE-UGC NET Paper 1 July 2016  P.48 CBSE-UGC NET Paper 1 January 2017  P.55 CBSE-UGC NET Paper 1 November 2017  P.62 CBSE-UGC NET Paper 1 July 2018  P.69 NTA-UGC NET Paper 1 December 2018  P.78 NTA-UGC NET Paper 2 December 2018  P.82 A01_UGC-NET-TEACHIN_XXXX_FM.indd 5 7/15/2019 8:06:58 PM  vi Contents NTA-UGC NET Paper 1 June 2019  P.86 NTA-UGC NET Paper 2 June 2019  P.92 New Questions Based on Nta Ugc Net 2019 Examination  P.97 A01_UGC-NET-TEACHIN_XXXX_FM.indd 6 7/15/2019 8:06:58 PM  Preface With new frontiers of knowledge being explored every moment, the role of a teacher in the society can only get bigger. It is only a teacher who imparts knowledge, inculcates values, and teaches norms of the society to the youngsters. There has always been an insatiable demand for people who adopt teaching as a long-term career option. NTA-UGC NET/SET/JRF Paper I—Teaching and Research Aptitude has been written for students who aspire to eke out a career in academics and research. This book not only focuses on preparing the candidates for qualifying the NET Examination but also focuses on developing teaching and research aptitude in real terms. It is primar- ily designed to help students assess their reasoning ability, comprehension, divergent thinking, and general awareness. The book has been divided into 10 units as per the prescribed syllabus. The discussion throughout the book has been supported by updated facts, figures, and diagrams as per the previous years’ examination pattern. A NET aspirant’s Teaching and Research aptitude is tested through Papers I of NTA-UGC Net Exam and subject knowledge is assessed on the basis of performance in Paper II. Exam pattern was made totally objective in June 2012. Now the marks obtained in Paper 1 are counted for the preparation of final list of qualifying candidates. Thus performance in this paper has become very crucial. In this revised edition, a genuine attempt has been made to incorporate concepts on which questions can be asked in the forthcoming examinations. The language is simple, short, and crisp. Each unit is followed by extensive practice questions, so as to instill candidates with the confidence. The solutions offered at the end of the papers actually come in handy. The variety and scope of probable questions is expanding with each examination, but, importantly, the level of difficulty has remained almost the same. Based on student and peer feedback we have also revamped the initial chapters and introduced questions at the end of the book for practice based on the latest 2019 examination held in June. For suggestions and feedback you may write to: [email protected] or contact at 09417315300. Acknowledgments I feel indebted to Prof. Surindra Lal (formerly Principal of Multani Mal Modi College, Patiala, and a renowned authority on Physics) who has always been a mentor and continuous source of inspiration to me at a personal level. I am thankful to my friends and faculty colleagues—Dr Sukhwinder Kaur (Director Career Spot, Chandigarh), Dr Kiran Thakur (NIT, Hamirpur), Prof. (Dr) Pankaj Thakur, School of Chemistry, Shoolini University, Solan (HP), and Mr Parveen Bansal (MD, Abhimanu IAS Visions, Chandigarh) who have always been forthcoming to offer their help and support. I would like to extend my gratitude to the Team Pearson, who have always been prompt in offering help during different stages of publishing. My special gratitude is due for Mr Vikas Sharma, who is actually the motivation behind the whole project, and like an elder brother to me, provided inputs that enabled me to come out with the improvised third edition as per requirements of the NET career aspirants. It is not possible for me to put his contribution into words. My younger brother Parminder Madaan also provided me motivational support. Last, but not the least, I am indebted to my better half Anshu Bala for keeping me motivated during all stages of project. I always feel a divine power supporting my efforts when kids Jiya, Srijan, and Jappan are around. They actually made me work harder on the project. KVS Madaan A01_UGC-NET-TEACHIN_XXXX_FM.indd 7 7/15/2019 8:06:58 PM  This page is intentionally left blank A01_UGC-NET-TEACHIN_XXXX_FM.indd 8 7/15/2019 8:06:58 PM  About NTA The National Testing Agency (NTA) has been established as a premier, specialist, autonomous and ­self-sustained testing organization to conduct entrance examinations for admission or fellowship in higher educational ­institutions. It has been set up with the following specific objectives. 1. To conduct tests in an efficient, transparent and international standard in order to assess the competency of candidates for admission and recruitment purposes. 2. To undertake research on educational, professional and testing systems in order to identify gaps in the knowl- edge systems and take steps for bridging them. 3. To identify experts and institutions in formulating examination questions. 4. To produce and disseminate information and research on education and professional development standards. The NET exam is conducted on behalf of UGC for determining the eligibility of candidates opting for the post of Assistant Professor only or Junior Research Fellowship (JRF) and Assistant Professor both in Indian universities and colleges. The JRFs being selected will acquire essential stipend while pursuing PhD/Fellowship. Until recently, the CBSE conducted NET exam in 84 subjects at 91 selected cities spread across the country. From December 2018, the UGC-NET (Eligibility for Assistant Professor only or Junior Research Fellowship and Eligibility for both Assistant Professor) is now conducted by NTA. The NTA intends to create a question bank for all subjects using modern techniques. The administration of NTA has been entrusted to the governing body with Shri R. Subrahmanyam, Secretary, Department of Higher Education, MHRD, being its first chairman. Eligibility Candidates who have secured at least 55% marks in Master’s degree or equivalent examination from recog- nized universities in Humanities (including languages) and Social Science, Computer Science and Applications, Electronic Science, etc., are eligible to appear for this test. A relaxation of 5% for other reserved categories has also been entitled to candidates. Candidates who are pursuing their Master’s degree or equivalent course should comply to all the eligibility criteria. It is essential for the candidates to complete their Master’s degree or equivalent examination within two years from the date of NET result with required percentage of marks, failing to which they will be treated as disqualified. The Ph.D. degree holders whose Master’s level examination had been completed by 19th September 1991 (­irrespective of the date of result declaration) shall be eligible for a relaxation of 5% in aggregate marks, i.e., from 55% to 50% for appearing in NET. Candidates are advised to appear in the subject of their post-graduation only. The candidates, whose post- graduation subject is not covered in the list of subjects, may appear in a related subject. A01_UGC-NET-TEACHIN_XXXX_FM.indd 9 7/15/2019 8:06:58 PM  About the author KVS Madaan is Faculty cum Founder-director of netmentor.net – a Mock Test platform for various prestigious competitive exams. A post graduate in Business Administration from Haryana School of Business, GJUST, Hisar, he qualified for UGC-NET in the subject area of Management and is currently pursuing his Ph.D. With more than eighteen years of rich teaching and research experience, he has helped thousands of career aspirants to realise their goals. He has worked as Associate Director, School of Business Management, Arni University, Kathgarh (Himachal Pradesh); Director, Punjab Business School, Mohali and Head of Department – Management, MM University, Solan, Himachal Pradesh; and also as Faculty for Management with Chandigarh University, SAS Nagar, Mohali. A trainer cum keynote speaker at many UGC and AICTE sponsored Faculty Development Programmes; he has conducted training sessions with many renowned institutes across the country. A01_UGC-NET-TEACHIN_XXXX_FM.indd 10 7/15/2019 8:06:58 PM  Syllabus UNIVERSITY GRANTS COMMISSION NET BUREAU PAPER-I Subject: General Paper on Teaching and Research Aptitude The main objective is to assess the teaching and research capabilities of the candidates. The test aims at assess- ing the teaching and research aptitude as well. Candidates are expected to possess and exhibit cognitive abilities, which include comprehension, analysis, evaluation, understanding the structure of arguments, deductive and inductive ­reasoning. The candidates are also expected to have a general awareness about teaching and learning processes in higher education system. Further, they should be aware of interaction between people, environment, natural resources and their impact on the quality of life. The details of syllabi are as follows: I. Teaching Aptitude Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements. Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences. Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution. Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.). Teaching Support System: Traditional, Modern and ICT based. Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems. II. Research Aptitude Research: Meaning, Types, and Characteristics, Positivism and Post-positivistic approach to research. Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative methods. Steps of Research. Thesis and Article writing: Format and styles of referencing. Application of ICT in research. Research ethics. III. Comprehension A passage of text be given. Questions be asked from the passage to be answered. IV. Communication Communication: Meaning, types and characteristics of communication. Effective communication: Verbal and Non-verbal, Inter-Cultural and group communications, Classroom communication. Barriers to effective communication. Mass-Media and Society. A01_UGC-NET-TEACHIN_XXXX_FM.indd 11 7/15/2019 8:06:58 PM  xii Syllabus V. Mathematical Reasoning and Aptitude Types of reasoning. Number series, Letter series, Codes and Relationships. Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc.). VI. Logical Reasoning Understanding the structure of arguments: argument forms, structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations and denotations of terms, Classical square of opposition. Evaluating and distinguishing deductive and inductive reasoning. Analogies. Venn diagram: Simple and multiple use for establishing validity of arguments. Indian Logic: Means of knowledge. Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal ­testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension). Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference). VII. Data Interpretation Sources, acquisition and classification of Data. Quantitative and Qualitative Data. Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data. Data Interpretation. Data and Governance. VIII. Information and Communication Technology (ICT) ICT: General abbreviations and terminology. Basics of Internet, Intranet, E-mail, Audio and Video-conferencing. Digital initiatives in higher education. ICT and Governance. IX. People, Development and Environment Development and environment: Millennium development and Sustainable development goals. Human and environment interaction: Anthropogenic activities and their impacts on environment. Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pol- lution, Waste (solid, liquid, biomedical, hazardous, electronic), Climate change and its Socio-Economic and Political dimensions. Impacts of pollutants on human health. Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests. Natural hazards and disasters: Mitigation strategies. Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/ efforts-Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance. X. Higher Education System Institutions of higher learning and education in ancient India. Evolution of higher learning and research in Post Independence India. Oriental, Conventional and Non-conventional learning programmes in India. Professional, Technical and Skill Based education. Value education and environmental education. Policies, Governance, and Administration. NOTE:  (i) Five questions each carrying 2 marks are to be set from each Module. (ii) Whenever graphical/pictorial question(s) are set for sighted candidates, a passage followed by equal number of questions and weightage be set for visually impaired candidates. A01_UGC-NET-TEACHIN_XXXX_FM.indd 12 7/15/2019 8:06:58 PM  Syllabus xiii Sample Questions I. Teaching Aptitude 1. Which one of the following is the main objective of teaching? (a) To give information related to the syllabus. (b) To develop thinking power of students. (c) To dictate notes to students. (d) To prepare students to pass the examination. Key: (b) 2. Which one of the following is a good method of teaching? (a) Lecture and Dictation (b) Seminar and Project (c) Seminar and Dictation (d) Dictation and Assignment Key: (b) 3. Teacher uses teaching aids for (a) Making teaching interesting (b) Making teaching within understanding level of students (c) Making students attentive (d) The sake of its use Key: (b) 4. Effectiveness of teaching depends on (a) Qualification of teacher (b) Personality of teacher (c) Handwriting of teacher (d) Subject understanding of teacher Key: (d) 5. Which of the following is not characteristic of a good question paper? (a) Objectivity (b) Subjectivity (c) No use of vague words (d) Reliable. Key: (b) II. Research Aptitude 1. A researcher is generally expected to: (a) Study the existing literature in a field (b) Generate new principles and theories (c) Synthesize the ideas given by others (d) Evaluate the findings of a study. Key: (b) 2. One of the essential characteristics of research is: (a) Reliability (b) Generalizability (c) Usability (d) Objectivity Key: (d) 3. The Government of India conducts Census after every 10 years. The method of research used in this process is: (a) Case study (b) Developmental (c) Survey (d) Experimental Key: (c) 4. An academic association assembled at one place to discuss the progress of its work and future plans. Such an assembly is known as a (a) Conference (b) Seminar (c) Workshop (d) Symposium Key: (a) 5. An investigator studied the census data for a given area and prepared a write-up based on them. Such a write- up is called: (a) Research paper (b) Article (c) Thesis (d) Research report Key: (b) III. Comprehension Read the following passage and answer the question nos. 1 to 5: The Constitution guarantees every citizen the fundamental right to equality. Yet after 50 years of independence, just one perusal of the female infant mortality figures, the literacy rates and the employment opportunities for women is sufficient evidence that discrimination exists. Almost predictably, this gender bias is evident in our polit- ical system as well. In the 13th Lok Sabha, there were only 43 women MPs out of a total of 543; it is not a surprising figure, for never has women’s representation in Parliament been more than 10 per cent. A01_UGC-NET-TEACHIN_XXXX_FM.indd 13 7/15/2019 8:06:59 PM  xiv Syllabus Historically, the manifestos of major political parties have always encouraged women’s participation. It has been merely a charade. So, women’s organizations, denied a place on merit, opted for the last resort: a reservation of seats for women in parliament and State Assemblies. Parties, which look at everything with a vote bank in mind, seemed to endorse this. Alas, this too was a mirage. But there is another aspect also. At a time when caste is the trump card, some politicians want the bill to include further quotas for women from among minorities and backward castes. There is more to it. A survey shows that there is a general antipathy towards the bill. It is actually a classic case of doublespeak: in public, politicians were endorsing women’s reservation but in the backrooms of Parliament, they were busy sabotaging it. The reasons are clear: Men just don’t want to vacate their seats of power. 1. The problem raised in the passage reflects badly on our (a) Political system (b) Social behaviour (c) Individual behaviour (d) Behaviour of a group of people Key: (b) 2. According to the passage, political parties have mostly in mind (a) Economic prosperity (b) Vote bank (c) People’ welfare (d) Patriotism Key: (b) 3. “Trump Card” means (a) Trying to move a dead horse (b) Playing the card cautiously (c) Sabotaging all the moves by others (d) Making the final jolt for success Key: (d) 4. The sentence “Men just don’t want to vacate their seats of power” implies (a) Lust for power (b) Desire to serve the nation (c) Conviction in one’s own political abilities (d) Political corruption Key: (a) 5. What is the percentage of women in the Lok Sabha? (a) 10 (b) 7.91 (c) 43 (d) 9.1 Key: (b) IV. Communication 1. Informal communication network within the organization is known as (a) Interpersonal Communication (b) Intrapersonal Communication (c) Mass Communication (d) Grapevine Communication Key: (d) 2. TV Channel launched for covering only Engineering and Technology subjects is known as (a) Gyan Darshan (b) Vyas (c) Eklavya (d) Kisan  Key: (c) 3. In which state the maximum number of periodicals are brought out for public information: (a) Uttar Pradesh (b) Tamil Nadu (c) Kerala (d) Punjab  Key: (c) 4. The main objective of public broadcasting system i.e. Prasar Bharti is (a) Inform, Entertainment and Education (b) Entertain, Information and Interaction (c) Educate, Interact and entertain (d) Entertainment only Key: (a) 5. The competerrcy of an effective communicator can be judged on the basis of: (a) Personality of communicator (b) Experience in the field (c) Interactivity with target audience (d) Meeting the needs of target audience. Key: (d) V. Mathematical Reasoning and Aptitude 1. Which one of the following belongs to the category of homogeneous data: (a) Multi-storeyed houses in a colony. (b) Trees in a garden (c) Vehicular traffic on a highway (d) Student population in a class. Key: (a) A01_UGC-NET-TEACHIN_XXXX_FM.indd 14 7/15/2019 8:06:59 PM  Syllabus xv 2. In which of the following ways a theory is not different from a belief? (a) Antecedent – consequent (b) Acceptability (c) Verifiability (d) Demonstrability Key: (b) 3. The state – “Honesty is the best policy” is (a) A fact (b) An value (c) An opinion (d) A value judgement Key: (d) 4. Which one is like pillar, pole and standard? (a) Beam (b) Plank (c) Shaft (d) Timber  Key: (a) 5. Following incomplete series is presented. Find out the number which should come at the place of question mark which will complete the series: 4, 16, 36, 64,? (a) 300 (b) 200 (c) 100 (d) 150  Key: (c) VI. Logical Reasoning 1. The following question is based on the diagram given below. If the two big circles represent animals living on soil and those living in water, and the small circle stands for the animals who both live on soil and in water, which figure represents the relationships among them? (a) (b) (c) (d) Key: (d) 2. Of the following statements, there are two statements both of which cannot be true but both can be false. Which are these two statements? (i) All machines make noise (ii) Some machines are noisy (iii) No machine makes noise   (iv) Some machines are not noisy (a) (i) and (ii) (b) (iii) and (iv) (c) (i) and (iii) (d) (ii) and (iv) Key: (c) 3. In the following question, a statement is followed by two assumptions (i) and (ii). An assumption is something supposed or taken for granted. Consider the statement and the following assumptions and decide which of the following assumptions is implicit in the statement. Statement: We need not worry about errors but must try to learn from our errors. Assumptions: (i) Errors may take place when we are carrying out certain work. (ii) We are capable of benefiting from the past and improve our chances of error-free work. (a) Only assumption (i) is implicit (b) Only assumption (ii) is implicit (c) Either assumption (i) or (ii) is implicit (d) Both the assumptions are implicit Key: (d) 4. The question below is followed by two arguments numbered (i) and (ii). Decide which of the arguments is ‘strong’ and which is ‘weak’. Choose the correct answer from the given options below: (a) (b) (c) (d) A01_UGC-NET-TEACHIN_XXXX_FM.indd 15 7/15/2019 8:06:59 PM  xvi Syllabus Should the press exercise some self-restraint? (i) Yes, they should not publish news items which may incite the readers to indulge in wrong practices. (ii) No, it is the responsibility of the press to present the truth irrespective of the consequences. (a) Only the argument (i) is strong (b) Only the argument (ii) is strong (c) Neither argument (i) nor argument (ii) is strong (d) Both the arguments (i) and (ii) are strong Key: (a) 5. Study the argument and the inference drawn from that argument, given below carefully. Argument: Anything that goes up definitely falls down. Helicopter goes up. Inference: So the helicopter will definitely fall down. What in your opinion is the inference drawn from the argument? (a) Valid (b) Invalid (c) Doubtful (d) Long drawn one Key: (d) VII. Data Interpretation Four students W, X, Y, Z appeared in four papers, I, II, III and IV in a test. Their scores out of 100 are given below: Students Papers I II III IV W 60 81 45 55 X 59 43 51 A Y 74 A 71 65 Z 72 76 A 68 Where ‘A’ stands for absent. Read the above table and answer below mentioned questions 1 to 5 1. Which candidate has secured between 60–65% marks in aggregate? (a) W (b) X (c) Y (d) Z  Key: (a) 2. Who has obtained the lowest average in aggregate? (a) W (b) X (c) Y (d) Z Key: (b) 3. Who has obtained the highest average? (a) W (b) X (c) Y (d) Z Key: (a) 4. In which paper the lowest marks were obtained by the candidates? (a) I (b) II (c) III (d) IV Key: (b) 5. Which candidate has secured the highest percentage in the papers appeared? (a) W (b) X (c) Y (d) Z Key: (d) VIII. Information and Communication Technology (ICT) 1. ICT stands for (a) Information common technology (b) Information and communication technology (c) Information and computer technology (d) Inter connected technology Key: (b) A01_UGC-NET-TEACHIN_XXXX_FM.indd 16 7/15/2019 8:06:59 PM  Syllabus xvii 2. Computer can (a) Process both quantitative and qualitative information (b) Store huge information (c) Process information and fast accurately (d) All the above Key: (d) 3. Satellite Communication works through (a) Radar (b) Transponder (c) Receptor (d) Transmitter Key: (b) 4. A computer is that machine which works more like a human brain. This definition of computer is (a) Correct (b) Incorrect (c) Partially correct (d) None of the above Key: (a) 5. Information and communication technology includes (a) E-mail (b) Internet (c) Educational television (d) A1l the above Key: (d) IX. People, Development and Environment 1. It is believed that our globe is warming progressively. This global warming will eventually result in (a) Increase in availability of usable land. (b) Uniformity of climate at equator and poles. (c) Fall in the sea level (d) Melting of polar ice. Key: (d) 2. In which parts of India ground water is affected with arsenic contamination? (a) Haryana (b) Andhra Pradesh (c) Sikkim (d) West Bengal Key: (d) 3. Sunderban in Hooghly delta is known for (a) Grasslands (b) Conifers (c) Mangroves (d) Arid forests Key: (c) 4. Sardar Sarover dam is located on the river (a) Ganga (b) Godavari (c) Mahanadi (d) Narmada Key: (d) 5. Which one of the following trees has medicinal value? (a) Pine (b) Teak (c) Neem (d) Oak Key: (c) X. Higher Education System 1. Which one of the following is not considered a part of technical education in India: (a) Medical (b) Management (c) Pharmaceutical (d) Aeronautical Key: (a) 2. Which of the following is a Central University? (a) Mumbai University (b) Calcutta University (c) Delhi University (d) Madras University Key: (c) 3. Identify the main Principle on which the Parliamentary System operates. (a) Responsibility of Executive to Legislature (b) Supremacy of Parliament (c) Supremacy of Judiciary (d) Theory of Separation of Power Key: (a) 4. The reservation of seats for women in the Panchayat Raj Institutions is: (a) 30% of the total seats (b) 33% of the total seats (c) 33% of the total population (d) In proportion to their population Key: (b) A01_UGC-NET-TEACHIN_XXXX_FM.indd 17 7/15/2019 8:06:59 PM  xviii Syllabus 5. Match List-I with List-II and select the correct answer from the code given below: List-I List-II (Institutions) (Locations) (1) Indian Veterinary Research Institute (i) Pune (2) Institute of Armament Technology (ii) Izat Nagar (3) Indian Institute of Science (iii) Delhi (4) National Institute for Educational Pannesi and Administrators (iv) Bangalore (a) 1 (ii), 2 (i), 3 (iv), 4 (iii) (b) 1 (ii), 2 (iv), 3 (ii), 4 (iii) (c) 1 (ii), 2 (iii), 3 (i), 4 (iv) (d) 1 (iv), 2 (iii), 3 (ii), 4 (i) Key: (a) A01_UGC-NET-TEACHIN_XXXX_FM.indd 18 7/15/2019 8:06:59 PM  Strategy about NTA-UGC NET Exam The National Eligibility Test is a national level exam conducted in India by NTA on the behalf of University Grants Commission (UGC). This test enables Post Graduate students to qualify for university level teaching jobs in India and also to seek admissions in Ph.D. level programmes. The test ensures that a candidate qualifies for the minimum standards in the teaching profession and research. The test is conducted in Humanities (including languages), Social Sciences, Environmental Sciences, Geography, Commerce, Management to name a few. Career Options after Qualifying in UGC Net Exam Once you clear UGC NET, you are eligible to become an Assistant Professor or pursue Junior Research Fellowship in distinguished universities. The vacancies are announced from time-to-time and you have to apply for the same. Assistant Professor Once you clear NET, you can apply for the post of Assistant Professor as and when the vacancies are announced by the colleges and universities. While clearing NET is a mandatory criterion in many colleges and universities, the final appointment will depend on how well you fare in the interview conducted by the concerned university. Junior Research Fellowship Junior Research Fellowship is for those who have their heart set on research. You become eligible for the Junior Research Fellowship if you have applied for it in your application form and you have subsequently cleared NET. Once you get selected, then you can pursue research in any prestigious university and get the tuition fees reim- bursed. In some universities, the students even get direct admission into M.Phil. programmes in case they qualify NET Exam. Tips and Techniques to Prepare for UGC NET Preparing well in time: The preparation for UGC Net Exam starts while undergoing Post Graduate course. Once Post Graduation is complete, a focused preparation of three to six months is mandatory. Preparation should be planned and implemented in such a manner that it leaves scope for revision also. Refer to past questions: The previous years’ questions help the career aspirant to get familiarity with pattern of the exam. Go through them, and try to solve at least few of them. This will give you an idea of what to expect in the exam, and it also builds the confidence in you. Take help of the teachers or seniors if required. Better, if can, make a list of important topics, though it is an objective pattern now. Gaining familiarity with the syllabus: Run through the syllabus thoroughly. It is important that you under- stand the syllabus completely and prepare for each topic accordingly. As all papers are objective now, do not leave out any topic. Prioritising the subjects: Out of the three papers, Paper II and Paper III will be based on the subject of your choice, whereas Paper I will be based on General Awareness and Aptitude. It is very important that you have a complete hold over your subject, as you can score well there. While focusing your attention on the subject papers, start preparing for the General Awareness test by solving sample papers. UGC Net Paper I, which is not merely qualifying now, marks are calculated towards the final score also. Therefore, students are taking this paper seriously now. Earlier, Paper I was only qualifying in nature, and one had to score only 40% in this paper, only then Paper II and Paper III would be evaluated. A01_UGC-NET-TEACHIN_XXXX_FM.indd 19 7/15/2019 8:06:59 PM  xx Strategy about NTA-UGC NET Exam Making personal notes: This is applicable for all the subjects and Paper I also. These notes work as a kind of ‘ready reckoner’ once the exam is nearing fast. In general, go for big page note books or registers, divide the page into three columns—on the left-hand side, write main topics, titles, serial number, etc., the middle column is for main discussion of the topic, and right-hand side for any addition, updations, references, etc., that may be required to be done at some later date. The notes help in revision. The same may be done in case of Paper I also. Build upon speed and quality of preparation: While your aim should be on completing all the topics men- tioned in the syllabus, quality must also be kept in mind. While preparing, concentrate on improving the qual- ity of your preparation, which means you can concentrate more on zeroing down on what exactly has to be studied and how much has to be studied. Time management: Time management depends upon the nature of subject. Some subjects are purely theo- retical, some are technical, and some are both. Utilise time in an efficient manner. Have a strategy in place as to how to complete all the questions within the given time. It is best if you time yourself while preparing the subjects. Be confident: There is no substitute of confidence. Confidence is the outcome of your degree of preparation. Once you decide that you have to eke out a distinguished career in teaching, then UGC Net Exam is the step- ping stone. “All The Best and Do Your Best” A01_UGC-NET-TEACHIN_XXXX_FM.indd 20 7/15/2019 8:06:59 PM  CHAPTER Teaching Aptitude 1.1 Teaching Aptitude 1 lEArning ObjEcTivEs After completing the chapter, you will be able to: Education: Basic Elements Methods of teaching in Institutions of higher Teaching: Concept, Objectives, Levels of teach- learning: Teacher centred vs. Learner centred ing (Memory, Understanding and Reflective), methods; Off-line vs. On-line methods (Swayam, Characteristics and basic requirements. Swayamprabha, MOOCs etc.). Learner’s characteristics: Characteristics Teaching Support System: Traditional, Modern of adolescent and adult learners (Academic, and ICT based. Social, Emotional and Cognitive), Individual Evaluation Systems: Elements and Types of differences. evaluation, Evaluation in Choice Based Credit Factors affecting teaching related to: Teacher, System in Higher education, Computer based Learner, Support material, Instructional facili- testing, Innovations in evaluation systems. ties, Learning environment and Institution. EducATiOn of man’s innate powers’. This definition means each human being has immense natural, inborn talent definitions and meaning of Education or talents in him. Education provides development The word ‘education’ has a wide meaning, and it is dif- conducive atmosphere to him or her. ficult to define it in precise terms. As per NTA Exam John Dewey defines education as the power by pattern, there are no direct question pertaining to defi- which man is able to control his environment and ful- nition, still some of the statements are here for better fill his possibilities. retention of concept of education. According to Frobel, ‘Education is a process by The terms education, teaching and learning are which the child develops its inner potential in a man- closely related. The objective of education is learning, ner so as to participate meaningfully in the external not teaching. Teaching is the way to make students environment’. ‘The purpose of education is to expand learn, but then, it is not the only way. Teaching is called the life of the individual in order to participate in its all as ‘facilitator of learning’. Education is the key to every- pervading spirit which manifests and realizes itself in thing that is good in our world today. Education is not and though the whole universe’. only about the past and present, but it is also the key to the future. Education not only teaches our children facts but also teaches them how to think and learn on major philosophies and Approaches in their own. Education Swami Vivekananda defines education as the mani- Philosophy is a vast subject. All aspects of education festation of perfection already in man. such as aims, objectives, curriculum, teaching meth- Aristotle defined education as a ‘creation of a sound ods, teacher, text books and discipline are influenced mind in a sound body’. by philosophy. Keeping in view that an examiner now According to Heinrich Pestalozzi, ‘Education is the tends to ask multidimensional aspects in a single ques- natural harmonious and progressive development tion, philosophies become important. M01_UGC-NET_XXXX_CH01.indd 1 7/13/2019 1:35:22 PM  1.2 CHAPTER 1 1. Three basis of education: The educational pro- 5. Constructivism: The learner actively constructs cess is decided on the basis of three questions – knowledge. Jean Piaget and J. S. Bruner believed ‘Why’, ‘How’, and ‘What’. Here, the question of that learning involves an active processing of infor- ‘Why’ is most important. This is answered by phi- mation and that each individual activity organizes losophy. The ‘How’ is decided by the psychology and constructs knowledge for itself. Educational and ‘What’ is decided by the social needs. Hence, psychology believes that there are developmental education is based on the basis of philosophical, stages for knowledge organization. psychological, and sociological basis.   According to Jean Piaget, ‘accommodation’ and   There are many philosophies of education, some ‘assimilation’ are basic to learning. A learner devel- of the important philosophies of education have ops new ‘schema’ through accommodation. New been mentioned below. experiences are assimilated into already existing 2. Idealism: The word ‘idealism’ has been derived schemas or they may be accommodated by creat- from ‘Ideal’. It is basically about ‘Mind and Self’, ing new schemas. that is actually spiritualism. The universal mind or 6. Humanism: It is a reasonable balance in life and God is central in understanding the world. God is regards humans as the centre and measure of all the source of all creation and knowledge, spirit and activities. Humanism believes in the interests and mind constitute reality. welfare of all human beings. Thus, the life of a   Values are absolute, eternal and unchanging. human being should be transformed so that the   Real knowledge is perceived in mind that is welfare of all becomes the goal. The form of learn- more important than knowledge gained through ing is on self-actualization. the senses.   It advocates cooperation, mutual tolerance and   Man has a superior nature that is expressed social understanding. in the form of intellectual culture, morality and 7. Rationalism: Rationalists claim that there are sig- religion. nificant ways in which our concepts and knowledge  Froebel, Kant, Plato, Swami Dayanand, are gained independently of sense experience. Vivekananda and Sri Aurobindo are main propo- 8. Empiricists claim that sense experience is the ulti- nents of idealism. mate source of all our concepts and knowledge. 3. Naturalism: Contrary to idealism, naturalism 9. Existentialism: It is a philosophy that emphasizes is a philosophy with the belief that nature alone individual existence, freedom and choice. This represents the entire reality. Human life is a part emphasizes the uniqueness and isolation of the of nature; it is a self sufficient entity having its individual experience in a hostile or in different own natural matter, natural force and natural universe, regards human existence as unexplain- laws. Its emphasis is on matter and the physi- able, and stresses freedom of choice and responsi- cal world. It does not believe in spirituality and bility for the consequences of one’s acts. supernaturalism. 10. Behaviourism: It assumes that learner is a passive   Our senses are the gateway to knowledge, and organism who may be conditioned to learn new nature is the source of all knowledge. Mind is sub- behaviour. ordinate to nature. The educative process must be   Therefore, learning could be explained by pleasurable and set in natural surroundings. change in observable behaviour. E. L. Thorndike   The main protagonists of naturalism are Tagore, postulated the law of exercise and the law of effect. Rousseau, and Herbert Spencer. (a) Law of exercise: Repeating a conditioned 4. Pragmatism: ‘Pragmatism’ is basically a greek response would strengthen the bond between word that means practice or action. Here, the key the stimulus and the response. In other words, word is ‘utility’, whatever is useful is good and practice makes a man perfect. whatever is good is useful. A pragmatist lives in a (b) Law of effect: Law of effect is the principle of world of facts. reinforcement and punishment. Pleasures and   Pragmatism focuses on activity or doing. There pains resulting from previous behavior decides are no absolute values of life. Truth is created dur- our future behaviour. ing the course of experience. Humans are active 11. Gestalt psychology: It believes that the whole is beings and have the ability to solve their problems greater than the sum of its parts. through the logic of experiments and scientific   For example, in the human body, there are cells, methods. tissues, organs, systems, etc., the sum of all these   The main thinkers are John Dewey, Kilpatrick, components (human body) is greater than the sum Mead are some of the exponents of this of its parts. This is because the parts are interre- philosophy. lated to each other. M01_UGC-NET_XXXX_CH01.indd 2 7/13/2019 1:35:22 PM  Teaching Aptitude 1.3   Further, Gestalt psychology demonstrated the 2. Informal education: The quote by George significance of perception. It also showed that com- Santayana, ‘A child educated only at school is an plex learning need not occur gradually through uneducated child’, amply reflects upon the impor- lengthy practice but may develop through insight. tance of informal education. 12. Eclectic philosophy: Eclecticism is nothing but   Informal education is not pre-planned or delib- fusion of knowledge from all sources. It is a peculiar erate, it is indirect and spontaneous. It takes place type of educational philosophy which combines all from day to day activities, experiences and living good ideas and principles from various philosophies. in the family or community. There are no formal   There are many more philosophies of education, goals. Pestalozzi believed parents are the first each of the philosophies have its contributions and informal teachers of every man or woman, family limitations. Not a single philosophy is complete in environment is the first learning environment. itself. Also, a single philosophy cannot be applied 3. Non-formal education: Education is a lifelong successfully in all situations because the world and process, it is integrated with life and work. its values are continuously changing. The educa-   It falls within the formal and informal types of tional system also changes from time to time. education. It is a flexible system. It is intentional, incidental and given outside the formal system of Table 1.1 I mportant Concepts in Education and its system. It is consciously and deliberately planned, Proponents organized and systematically implemented. It is an Concepts Main proponents open system of education without rigid rules, reg- ulations and fixed ages, stages or time schedule. Basic education (Wardha Education Mahatma Gandhi   Social or adult education, distance education System) are the examples of non-formal education. Learning to take place in nature and Rabindranath   All these three types of education, such as for- from nature Tagore mal, informal and non-formal, have their due Integral education Sri Aurobindo place in the modern system of education. Each has its own merits and demerits. There is need to inte- Focus on spiritual aspects of Indian Dr. Sarvepalli grate the three forms and make education holistic philosophy Radhakrishnan and comprehensive. Education to transform human mind J. Krishnamurti   Thus we can see that above three components Experiential learning John Dewey are mixed up in actual life situations. Active agen- cies like family, schools and colleges work through Self-education through development Maria Montessori human interaction. Cinemas, radios, newspapers of individuality and magazines are counted as passive agencies Kindergarten focus on self-activity, Froebel where education is mostly seen as one way inter- creativeness, and social cooperation action but some feedback mechanism and panel No formal learning nature is the only Rousseau discussions may also exist. teacher Aims and Objectives of Education Forms of Education In today’s situation, no nation can think of social or Though there are no clear-cut forms of education, we economic development without an abundant supply of can discuss about the three types that are as follows. highly educated and skilled people. The issue of func- 1. Formal tion and objectives of education is of utmost impor- 2. Informal tance because all other aspects of education, like the 3. Non-formal content (subject matter), method (of teaching and instruction), discipline and evaluation are integrated 1. Formal education: It is pre-planned direct, orga- with it. nized and given in specific educational institu- Most of the functions of education become clear to tions, such as schools and colleges. It is limited to a us through various definitions given above. specific period and it has well-defined curriculum. Havighurst and Neugarten have given two impor-   It is given by qualified and trained teachers. tant functions of education system: Formal Education observes strict discipline. It occurs at different levels, such as in primary, middle, sec- 1. A mirror that reflects society as it is or to be stabi- ondary, higher secondary, graduate, post graduate, lizer of the society. doctorate, post doctorate. It can be in humanities, 2. An agent of social change or a force directed science, technical and professional areas. towards implementing the ideas of society. M01_UGC-NET_XXXX_CH01.indd 3 7/13/2019 1:35:22 PM  1.4 CHAPTER 1 George Payne, a sociologist, has given three main 8. Self-actualization and total development: ­functions: Education should help a person to become what he has to become according to his or her individual 1. Assimilation of traditions potentials. 2. Development of new social patterns   The education aims at total development of an 3. Creative and constructive role individual and it includes physical, mental, emo- Emile Durkheim established ideas on transmission of tional, social and spiritual developments. society’s norms and values as the major function of 9. Harmonious development: Mahatma Gandhi society. He also acknowledged education as a training emphasized this aim of education very much when for specialized roles including adopting some occupa- he said ‘By education, we mean an all round draw- tion for livelihood. Education is required to perform ing out of the best in child and man-body, mind the function of cultural transmission and enrichment, and spirit’. acceptance and reformulation, change and reconstruc- 10. Moral and character development: Some edu- tion. The process why the young generation learns the cationalists consider these as the supreme aim of traditional ways of society is called enculturation and education. it differs from society to society. Through education,   Herbert Spencer emphasized that education enculturation is formalized. must enable the child to cultivate moral values Acculturation is a process through which a person and virtues, such as truthfulness, goodness, purity, or group from one culture comes to adopt the practices courage, reverence and honesty. and values of another culture, while still retaining their 11. Citizenship: As a member of the society, a student own distinct culture. This concept has become impor- should be conscious about his or her duties, func- tant in an increasingly globalized society. tions and obligations towards society. 12. Education for leisure: Leisure is the time which Factors Determining Educational Aims is utilized for enjoyment and recreation. It is needed to keep up rest and regain energy. Leisure, Education is mostly a planned and purposeful activity. if wisely used, gives birth to physical and mental Educational aims are necessary in giving direction to balance. Artistic, moral and aesthetic develop- unique activities which are determined by the follow- ments can be inspired through the beneficial use ing factors. of leisure time. 1. Philosophy: Philosophy and education are the Some specified aims of education in Indian two sides of a coin. Philosophy is the main factor ­context: When India became free there was a need that determines the aim of education. Education for ­re-orientation and restructuring of all our exist- is termed to be the best means for propagation of ing social, political and educational systems, in order philosophy. to meet the socio-economic, political and educational 2. Human nature: It is closely linked with philoso- needs of the country. phy. For example, idealists regard unfolding of the Since independence, various committees and com- divine in man as the aim of education. missions were appointed to lay down the aims and 3. Socio-cultural factors and problems: Education objectives of education in India. has to preserve and transmit the cultural heritage and traditions from one generation to another. 1. University Education Commission of 1948 was 4. Religious factors: In ancient India, Buddhism chaired by Dr. S. Radhakrishnan. emphasized the inculcation of the ideals of 2. Secondary Education Commissions of 1952–53. ­religion, such as ahimsa and truth into the prevail- was headed by Dr. Murlidhar as its chairman. ing educational system. 3. National Education Committee was set up under 5. Political ideologies: The educational aims of a Dr. S. Radhakrishnan as its chairman. democratic political system can be quite different 4. Kothari Education Commission of 1964–66. from that of an autocratic political set up. National Educational Policy (1986) specified the 6. Exploration of knowledge: Knowledge is must ­following aims and objectives of our education: for good interpersonal relationships, healthy adjustment in life, modification of behaviour, self- 1. All round material and spiritual development of all awareness and for social growth, it is also a source people. of happiness. 2. Cultural orientations and development of interest 7. Vocational: Education should prepare the child in Indian culture. to earn his livelihood and make him self-sufficient 3. Scientific temper and efficient in both economic and social factors. 4. National cohesion M01_UGC-NET_XXXX_CH01.indd 4 7/13/2019 1:35:22 PM  Teaching Aptitude 1.5 5. Independence of mind and spirit. Furthering the Basic Teaching Models goals of socialism, secularism and democracy. 6. Man-power development for different levels of There is no basic model of teaching that augurs well economy. for all the situations. Two contrasting models are dis- 7. Fostering research in all areas of development. cussed here; these models separately or in combina- 8. Education for equality. tion could be used for different courses. Pedagogy Model Teaching Concept Pedagogy is a conventional approach. In this method, ‘Educationists should build the capacities of the the instructor, more or less, controls the material to spirit of inquiry, creativity, entrepreneurial and be learned and the pace of learning while presenting moral leadership among students and become their the course content to the students. The purpose of this role model’ method of learning is to acquire and memorize new knowledge or learn new skills. —Dr. APJ Abdul Kalam Instructor-centred teaching can also be described as ‘pedagogical approach’. Pedagogy is the art and The main objective of effective teaching is learning. science of teaching. It determines ‘how the teaching As per NTA-UGC-NET syllabus, our current focus is to occurs, the approach to teaching and learning, the way imbibe the concept of teaching. The experiences we the content is delivered, and what the students learn as resort to for learning can take different forms that have a result of the process’. been explained under the concept of learning. In pedagogical approach, the learner is dependent These words reflect the whole idea of what it upon the instructor for all learning, and the teacher means to be a teacher. The progress and prosperity of assumes full responsibility for what is taught and how a nation depends upon the development of its human it is learned. The teacher or instructor evaluates the resources. For this purpose, we need highly competent learning processes of the students. teachers. Teaching aptitude is all about evaluating candidates who want to enter teaching profession on the basis of Table 1.2 Major Shifts in Teaching their knowledge and skills. It refers to basic qualities required to become a successful teacher. This includes From Pedagogy To Andragogy qualification, intelligence, attitude and many other Teacher centered, Learner centered, qualities expected from a person who wants to become fixed designs flexible process a successful teacher. Teaching can be defined in the following ways: Teacher’s direction and Learner’s autonomy decisions 1. Teaching is the purposeful direction and manage- ment of the learning process. Teacher’s guidance and Teacher’s facilitation, 2. Teaching is a process of providing opportunities for monitoring of learning support and students to produce relatively permanent change encouragement for learning through engagement in ­experiences provided by Passive reception in Active participation in the teachers. learning learning 3. Teaching is a skilful application of knowledge, Learning within the four Learning in the wider social experience and scientific principles with an objec- walls of the classrooms context tive to set up an environment to facilitate learning. 4. Teaching is a planned activity and effective teach- Knowledge as ‘given’ and Knowledge as it evolves and ing depends on the following factors. ‘fixed’ is created (a) How clearly the students understand what Disciplinary focus Multidisciplinary, they are expected to learn. educational focus (b) How accurately their learning can be measured. 5. Teaching is a process in which the learner, teacher Linear exposure Multiple and divergent and other variables are organized in a systematic exposure way to attain some predetermined goals. Assessment short, Few Assessment multifarious, 6. Teaching is an activity that influences a child to continuous learn and acquire desired knowledge and skills and also their desired ways of living in the society. Source: NCERT Pedagogy M01_UGC-NET_XXXX_CH01.indd 5 7/13/2019 1:35:22 PM  1.6 CHAPTER 1 Andragogical Model 4. It is essentially an intellectual activity. In this model, the learner is mostly self-directed and is 5. It is an art as well as science. responsible for his or her own learning. The students 6. It tends towards self-organization. learn best not only by receiving knowledge but also by 7. It is a social service. interpreting it, i.e., learning through discovery and, at 8. It includes lengthy period of study and training. the same time, setting the pace of their own learning. 9. It has high degree of autonomy. In this method, the instructors facilitate the learning 10. It is a continuous process. of participants and help them by offering opportuni- 11. Teaching is a profession. ties to learn themselves and acquire new knowledge These characteristic features have been discussed in and develop new skills. This type of teaching is also the coming pages. referred to as andragogical approach. Self-evaluation is also the characteristic of this Levels of Teaching approach. Andragogical approach is also identified with ‘adult learning.’ We all know that teaching is a purposeful activity. Development of all-round personality of the learner is the final goal of teaching and learning. During teaching Nature or Characteristic an interaction takes place between an experienced per- son (teacher) and an inexperienced person (student). Features of Teaching Here the main aim is to bring change in the behavior of The characteristic features of teaching includes the the student. ­following: Let’s first look at the different levels of psychology during the lifespan of a learner. The levels of teach- 1. It has different levels of teaching. ing move from left hand side to right according to the 2. It takes place in a dynamic environment. diagram. 3. It is closely related to education, learning, instruc- tion and training. The 5 pillars of psychology Biological Cognitive Developmental Social and Mental and personality physical health Biopsychology/ Perception Learning Social Abnormal Neuroscience Thinking Lifespan Personality Therapies Sensation development Intelligence Emotion Stress, Consciousness lifestyle and Memory Motivation health Figure 1.1 Teachers teach students at three levels. They have to achieved. These three levels have been shown below in keep in mind about the developmental stage of the a pyramid and explained as well. learners so that desired educational objectives can be M01_UGC-NET_XXXX_CH01.indd 6 7/13/2019 1:35:22 PM  Teaching Aptitude 1.7 5. Simple memorable things are taught to students. 6. The subject material is well organized and simple in nature. The subject matter is simple. 7. The knowledge delivered is definite, structured and observable. Reflective level (Most thoughtful) Teaching Method - by Herbart The teaching is subject-centered so are the teach- ing methods - drill, review, and revision, and asking Understanding level questions. Drill (and practice) means repetition or ­ (Thoughtful) practice to attain proficiency in memorizing. - by Morrison Review or revising the elements relates learners to new experiences and to form new associations. Question technique is used to examine whether or Memory level (Least thoughtful) not knowledge level objectives of teaching have been - by Hunt achieved. Teacher’s Role Figure 1.2 The teacher usually plays a dominating and authori- tarian role. Teacher is the stage setter and resource 1. It is the initial stage of teaching. manager of class room. He evaluates also. 2. It induces the habit of rote memorization of facts So, in this level of teaching right from the selection and bites of information. of the subject matter to its evaluation, the key process 3. It enables the learner to retain and also to repro- of teaching and learning remains with the teacher. duce the learnt material whenever required. 4. The evaluation system mainly includes oral, Role of Learner ­written and essay-type examination. The role of the learner is a passive one as the subject contents, teaching techniques and teaching methods Memory Level of Teaching (MLT) are decided by the teacher. The characteristics of the learner should be taken Herbart is the main proponent of memory level of care of while framing objectives and curriculum, and teaching. Good memory includes rapidity in learning, selecting teaching-learning activities and methods of stability of retention, rapidity in recalling and the abil- teaching and evaluation. ity to bring only desirable contents to the conscious level. Here, the teaching–learning process is basically Teaching Equipment a ‘Stimulus–Response’ (S–R). Different kinds of teaching aids like visual, audio and It is initial stage of teaching. Teaching and learning audio-visual aids - models, charts, maps, pictures, T.V., at memory level are basically about committing factual radio etc. develop a curiosity of the learners towards material to our memory. the learning process. The three major aspects are: Nature of Motivation 1. Learning of the material Motivation drives students to learn better, it should be 2. Retention of the material and an intrinsic feeling, not a forced one. 3. Reproduction of the material as and when required. In memory level of teaching the teacher forces the Objectives of Memory Level Teaching students to learn the syllabus content through the pro- cess of memorization. 1. The main objective is imparting knowledge and Hence the nature of motivation at this level of teach- information to the learner. ing is purely extrinsic. 2. Knowledge gained by the learner is basically ­factual that is acquired through memorization or Evaluation System for Learners rote learning. The evaluation system mainly includes oral, written 3. It covers only the knowledge-based objectives of and essay-type examination. Bloom’s Taxonomy. The evaluation is being done on predetermined 4. The teaching is subject centered. objectives. M01_UGC-NET_XXXX_CH01.indd 7 7/13/2019 1:35:22 PM  1.8 CHAPTER 1 Here both oral and written tests are conducted to 4. Systematic and organised way of presentation of check the memory power of students. subject matter. In the written test, short type, recall type, recog- 5. Scope for continuous evaluation to measure nition type, multiple choice, and matching type test improvement in the memory power of students. items are used. 6. The retention of the material in memory of students Here the learners are required to attempt the maxi- can be increased by more practice and exercise. mum number of questions. 7. There should be scope for continuous reinforce- ment during the course of instruction. Psychological Bases of Memory Level of Teaching Understanding Level of Teaching According to Jean Piaget, it Memory level is meant for starters. The learners are at the pre-operational level (ULT) of cognitive development in the school. They cannot Morrison is the main proponent of understanding level operate upon abstract concepts. As per their mental of teaching. development, they can learn simple concepts without It is ‘memory plus insight’ as it goes beyond just mem- analyzing their true meaning and nature. Normally, orizing of facts. It focuses on mastery of the subject. they are not expected to reflect upon the learnt facts. It makes pupil understand the generalizations, prin- Herbartian theory of apperception suggests that ciples, facts and some application part also. the young pupil mind gets ready at this stage for per- It provides more and more opportunities for the stu- ceiving themselves and world around them. Brain gets dents to develop ‘intellectual behaviour’. ready for a big mass of factual information. It includes The teaching at this level stands at higher level in concepts, elements, structures, models and theo- comparison to that at understanding level. It is more ries. They can acquire and retain information about a thoughtful. large number of things, objects, and material through Cognitive abilities or mental development of the memorization. learners is more developed. They become more capable Pavlov and Skinner advocated the Conditioning to think, present the facts in a more logical manner, ana- Theory that underlies the concept that correct response lyze them properly, drawing inferences. They are able made by the individual is strengthened by reinforce- to evaluate the relationships between the principles and ment to retain the learned subject-matter longer and facts and also provide space for the assimilation of facts. to facilitate ease in further learning. The concept of Pavlov’s Classical conditioning con- Objectives: According to revised Bloom’s Taxonomy, siders the mechanical process as is applied at memory Understanding level teaching aims at the following level teaching; and thorough review or retrieval, cor- objectives. rect learning by the student is rewarded and retained Primarily, it is the understanding of instructional mes- for future use. sages by means of interpretation, exemplification, classi- fication, comparison, inference of instructional messages. Overall Thoughts on Memory Level Then application objectives include the use of a proper procedure for executing and implementing the Teaching use of principle/ rules in practical life situations. It is not worthwhile to say that memory level teaching The subject matter is wide and more detailed in is totally meaningless and useless. It is very useful for comparison to the memory level teaching. The content young children, under the conditions that their mental also includes the application of the principle/general- ability and cognitive levels are at low levels. Such chil- izations in due real life situations. dren still need to reason out and reflect upon teaching material, concepts, contents, elements etc. They still Teaching Methods and equipments: They include have to broaden their view point that depends upon the following: the age also. 1. Lecture (cum demonstration) 2. Discussion method Suggestions for Memory Level Teaching 3. Inductive-deductive 1. The teaching material should be objective and 4. Exemplification and explanation useful. 2. The teaching material should be finite and also it Classroom climate is more motivational. Learners are should be simple to complex. actively engaged in the learning process. Motivation at 3. Teaching aids should be adequate, and parts of the understanding level of teaching is extrinsic as well as content should be integrated and well sequenced. intrinsic in nature. M01_UGC-NET_XXXX_CH01.indd 8 7/13/2019 1:35:22 PM  Teaching Aptitude 1.9 Teaching equipment includes the following: 7. The student’s original thinking and capabilities develop at this level. 1. Models 8. The teacher needs to be demo