UGC NET Teaching and Research Aptitude 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 closely with renowned teachers, authors and thoug...

 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 6/6/2017 4:07:45 PM This page is intentionally left blank  CBSE UGC NET/SET/JRF Paper 1 Teaching and Research Aptitude Second Edition KVS Madaan Faculty cum Founder-director Bestest.in, Chandigarh Former Associate Director Arni School of Business Management Arni University Himachal Pradesh A01_UGC-NET-TEACHIN_XXXX_FM.indd 3 6/6/2017 4:07:45 PM  To my revered gurus, my parents Smt. Devika Rani and Late Shri. Prem Singh Madaan Copyright © 2017 Pearson India Education Services Pvt. Ltd Published by Pearson India Education Services Pvt. Ltd, CIN: U72200TN2005PTC057128, formerly known as TutorVista Global Pvt. Ltd, licensee of Pearson Education in South Asia. 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 978-93-325-5173-2 eISBN XXX-XX-XXX-XXXX-X Head Office: 15th Floor, Tower-B, World Trade Tower, Plot No. 1, Block-C, Sector 16, Noida 201 301, Uttar Pradesh, India. Registered Office: 4th Floor, Software Block, Elnet Software City,TS 140, Block 2 & 9, Rajiv Gandhi Salai, Taramani, Chennai - 600 113, Tamil Nadu, India. Fax: 080-30461003, Phone: 080-30461060 www.pearson.co.in, Email: [email protected] A01_UGC-NET-TEACHIN_XXXX_FM.indd 4 6/6/2017 4:07:45 PM  Contents Prefacevii About the Author ix Syllabusxi Strategy about CBSE-UGC NET Exam xix 1 Teaching Aptitude 1.1 2 Research Aptitude 2.1 3 Reading Comprehension 3.1 4 Communication 4.1 5 Reasoning (Including Mathematical) 5.1 6 Logical Reasoning 6.1 7 Data Analysis and Interpretation 7.1 8 Information and Communication Technology 8.1 9 People and Environment Interaction 9.1 10 Higher Education System: Governance, Polity, and Administration 10.1 UGC NET Paper 1 June 2012 P.1 UGC NET Paper 1 December 2012 P.10 UGC NET Paper 1 June 2013 P.19 UGC NET Paper 1 Reconduct June 2013 (in September, 2013) P.27 UGC NET Paper 1 December 2013 P.34 UGC NET Paper 1 June 2014 P.42 CBSE-UGC NET Paper 1 December 2014 P.50 CBSE-UGC NET Paper 1 June 2015 P.57 CBSE-UGC NET Paper 1 December 2015 P.65 CBSE-UGC NET Paper 1 July 2016  P.73 CBSE-UGC NET Paper 1 January 2017  P.83 A01_UGC-NET-TEACHIN_XXXX_FM.indd 5 6/6/2017 4:07:45 PM This page is intentionally left blank  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. CBSE-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 primarily designed to help students assess their reasoning ability, comprehen- sion, 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 candidate’s subject knowledge is tested in Papers II and III of CBSE-UGC Net Exam, but s/he is evaluated on the basis of Paper I. Although a candidate is expected to score minimum percentage of marks in Paper I, but from June 2012 onwards, the marks obtained in Paper I are also counted for the preparation of final merit list, thus making the performance in this paper very crucial. 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. For suggestions and feedback you may write to: [email protected] or contact at 09417315300. Acknowledgments I am 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, Ms Sharel Simon, Mr M. Balakrishnan, and Mr H. R. Nagaraja 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 second 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 6/6/2017 4:07:45 PM This page is intentionally left blank  About the author KVS Madaan is Founder-director cum faculty of bestest.in – 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 9 6/6/2017 4:07:45 PM This page is intentionally left blank  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. Therefore, the test is aimed at assessing the teaching and general research aptitude as well as their awareness. They are expected to possess and exhibit cognitive abilities. Cognitive abilities include comprehension, analysis, evaluation, understanding the structure of arguments and deductive and inductive reasoning. The can- didates are also expected to have a general awareness and knowledge of sources of information. They should be aware of interaction between people, environment and natural resources and their impact on quality of life. NOTE: (i) Each section gets equal weightage: five questions and 10 marks from each section. (ii) Whenever pictorial questions are set for the sighted candidates a passage followed by equal number of questions should be set for the visually handicapped candidates. I. Teaching Aptitude n   Teaching: Nature, objectives, characteristics and basic requirements; n   Learner’s characteristics; n   Factors affecting teaching; n   Methods of teaching; n   Teaching aids; n   Evaluation systems. II. Research Aptitude n   Research: Meaning, characteristics and types; n   Steps of research; n   Methods of research; n   Research Ethics; n   Paper, article, workshop, seminar, conference and symposium; n   Thesis writing: its characteristics and format. III. Reading Comprehension n   A passage to be set with questions to be answered. IV. Communication n   Communication: Nature, characteristics, types, barriers and effective classroom communication. A01_UGC-NET-TEACHIN_XXXX_FM.indd 11 6/6/2017 4:07:45 PM  xii Syllabus V. Reasoning (Including Mathematical) n   Number series; letter series; codes; n   Relationships; classification. VI. Logical Reasoning n   Understanding the structure of arguments; n   Evaluating and distinguishing deductive and inductive reasoning; n   Verbal analogies: Word analogy- Applied analogy; n   Verbal classification; n Reasoning Logical Diagrams: Simple diagrammatic relationship, multi-diagrammatic relation­hip; n   Venn diagram; Analytical Reasoning. VII. Data Interpretation n   Sources, acquisition and interpretation of data; n   Quantitative and qualitative data; n   Graphical representation and mapping of data. VIII. Information and Communication Technology (ICT) n   ICT: meaning, advantages, disadvantages and uses; n General abbreviations and terminology; n   Basics of internet and e-mailing. IX. People and Environment n   People and environment interaction; n   Sources of pollution; n   Pollutants and their impact on human life, exploitation of natural and energy resources; n   Natural hazards and mitigation X. Higher Education System: Governance, Polity and Administration n Structure of the institutions for higher learning and research in India; formal and distance educa- tion; professional/technical and general education; value education: governance, polity and admin- istration; concept, institutions and their interactions. 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) A01_UGC-NET-TEACHIN_XXXX_FM.indd 12 6/6/2017 4:07:45 PM   Syllabus xiii 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. Reading 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 inde- pendence, just one perusal of the female infant mortality figures, the literacy rates and the employ- ment opportunities for women is sufficient evidence that discrimination exists. Almost predictably, this gender bias is evident in our political 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. Historically, the manifestos of major political parties have always encouraged women’s participa- tion. 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. A01_UGC-NET-TEACHIN_XXXX_FM.indd 13 6/6/2017 4:07:45 PM  xiv Syllabus 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) A01_UGC-NET-TEACHIN_XXXX_FM.indd 14 6/6/2017 4:07:46 PM   Syllabus xv V. Reasoning (Including Mathematical) 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) 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: (a) VI. Logical Reasoning 1. The following question is based on the diagram given below. If the two big circles represent ani- mals 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 assump- tions and decide which of the following assumptions is implicit in the statement. A01_UGC-NET-TEACHIN_XXXX_FM.indd 15 6/6/2017 4:07:47 PM  xvi Syllabus 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 argu- ments is ‘strong’ and which is ‘weak’. Choose the correct answer from the given options below: (a) (b) (c) (d) 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) A01_UGC-NET-TEACHIN_XXXX_FM.indd 16 6/6/2017 4:07:47 PM   Syllabus xvii 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) 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 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) A01_UGC-NET-TEACHIN_XXXX_FM.indd 17 6/6/2017 4:07:47 PM  xviii Syllabus X. Higher Education System: Governance, Polity and Administration 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) 5. Match list I with list II and select the correct answer from the code given below: List I (Institutions) List II (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 6/6/2017 4:07:47 PM  Strategy about CBSE-UGC NET Exam The National Eligibility Test is a national level exam conducted in India by CBSE on the behalf of University Grants Commission (UGC). This test enables Post Graduate students to qualify for uni- versity 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. There are 99 subjects for which the UGC Exam is conducted. 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 reimbursed. 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. A01_UGC-NET-TEACHIN_XXXX_FM.indd 19 6/6/2017 4:07:47 PM  xx Strategy about Cbse-Ugc Net Exam n  aining familiarity with the syllabus: Run through the syllabus thoroughly. It is important that G you understand the syllabus completely and prepare for each topic accordingly. As all papers are objective now, do not leave out any topic. n 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.  aking personal notes: This is applicable for all the subjects and Paper I also. These notes work M 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.  uild upon speed and quality of preparation: While your aim should be on completing all the B topics mentioned in the syllabus, quality must also be kept in mind. While preparing, concentrate on improving the quality 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.  ime management: Time management depends upon the nature of subject. Some subjects are T purely theoretical, 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.  e confident: There is no substitute of confidence. Confidence is the outcome of your degree of B preparation. Once you decide that you have to eke out a distinguished career in teaching, then UGC Net Exam is the stepping stone. “All The Best and Do Your Best” A01_UGC-NET-TEACHIN_XXXX_FM.indd 20 6/6/2017 4:07:47 PM  1 Teaching Aptitude  ducationists should build the capacities E family or in community, during initial years of of the spirit of inquiry, creativity, entre- life. It is also called home schooling. On the preneurial and moral leadership among other hand, formal teaching is carried out by paid students and become their role model  professionals called editors, teachers or faculty. —Dr. APJ Abdul Kalam Teaching can be defined in the following ways: These words reflect the whole idea of what it means to be a teacher. 1. Teaching is the purposeful direction and management of the learning process. Introduction 2. Teaching is a process of providing oppor- The progress and prosperity of a nation depends tunities for students to produce relatively upon the development of its human resources. For permanent change through engagement in this purpose, we need highly competent teachers. ­experiences provided by the teachers. Teaching aptitude is all about evaluating 3. Teaching is skillful application of knowl- candidates who want to enter teaching profes- edge, experience, and scientific principles sion on the basis of their knowledge and skills. with an objective to set up an environment It refers to basic qualities required to become a to facilitate learning. successful teacher. This includes qualification, 4. Teaching is a planned activity, and effective intelligence, attitude, and many other qualities teaching depends on the following: expected from a person who wants to become a (a) How clearly the students understand successful teacher. what they are expected to learn Apart from teaching concepts, teaching (b) How accurately their learning can be objectives, teaching methods, and teaching aids measured. that are specifically mentioned in the syllabus, 5. Teaching is a process in which the learner, many questions have been asked on classroom teacher, and other variables are organized situations in NET examination. The ensuing in a systematic way to attain some predeter- discussion will help candidates to correctly mined goals. comprehend these types of questions. 6. Teaching is an activity that causes the child Concept of Teaching to learn and acquire the desired knowledge Teaching can be both formal and informal. and skills and also the desired ways of living Informal teaching is carried out within the in the society. M01_UGC-NET_XXXX_CH01.indd 1 4/10/2017 10:38:54 AM  1.2 Chapter 1 Basic Teaching Models Nature or Characteristic Features There is no basic model of teaching that augurs of Teaching well for all the situations. Two contrasting mod- The characteristic features of teaching include els are discussed here; these models separately the following: or in combination could be used for different courses. 1. It has different levels of teaching. 2. It takes place in a dynamic environment. Instructor-centred Teaching 3. It is closely related to education, learning, Instructor-centred teaching is a conventional instruction, and training. approach. In this method, the instructor, more 4. It is essentially an intellectual activity. or less, controls the material to be learned and the pace of learning while presenting 5. It is an art as well as science. the course content to the students. The pur- 6. It tends towards self-organization. pose of this method of learning is to acquire 7. It is a social service. and memorize new knowledge or learn new 8. It includes lengthy period of study and training. skills. Instructor-centred teaching can also 9. It has high degree of autonomy. be described as ‘pedagogical approach’. 10. It is a continuous process. Pedagogy is the art and science of teaching. 11. Teaching is a profession. It determines ‘how the teaching occurs, the approach to teaching and learning, the way Different Levels of Teaching the content is delivered, and what the students Teaching takes place at three levels progres- learn as a result of the process’. sively—memory level of teaching, understand- In pedagogical approach, the learner is ing level of teaching, and reflective level of dependent upon the instructor for all learning, teaching. and the teacher assumes full responsibility for what is taught and how it is learned. The Memory Level of Teaching (MLT) teacher or instructor evaluates the learning processes of the students. 1. Herbart is the main proponent of memory level of teaching. Learner-centred Teaching 2. It is the initial stage of teaching. In this model, the learner is mostly self-directed, 3. It induces the habit of rote memorization of and is responsible for his/her own learning. facts and bites of information. The students learn best not only by receiving 4. The teaching–learning process is basically knowledge but also by interpreting it, that is, ‘Stimulus–Response’ (S–R) here. learning through discovery and, at the same 5. It enables the learner to retain and also to time, setting the pace of their own learn- reproduce the learnt material whenever ing. In this method, the instructors facilitate required. the learning of participants and help them by offering opportunities to learn themselves and 6. The evaluation system mainly includes oral, acquire new knowledge and develop new skills. written, and essay-type examination. This type of teaching is also referred to as 7. Good memory includes rapidity in learning, andragogical approach. stability of retention, rapidity in recalling, Self-evaluation is also the characteristic of and ability to bring only desirable contents this approach. to the conscious level. M01_UGC-NET_XXXX_CH01.indd 2 4/10/2017 10:38:54 AM   Teaching Aptitude 1.3 Understanding Level of Teaching (ULT) variables, namely, independent, dependent, and intervening variables. 1. Morrison is the main proponent of under- As students depend upon teachers for learn- standing level of teaching. ing, students are assumed to be dependent vari- 2. It is ‘memory plus insight’ as it goes beyond ables. Teachers are in a position to manipulate the just memorizing of facts. It focuses on mas- behaviours of students, and hence, teachers are tery of the subject. considered as independent variables. Teaching 3. It makes pupils understand the generaliza- methods, teaching aids, and motivational tech- tions, principles, and facts. niques which also facilitate the teaching–learning 4. It provides more and more opportunities process are termed as intervening variables. for the students to develop the ‘intellectual Closely Related to Education, behaviour’. Learning, Instruction, and Training 5. It provides active role for both the pupil and the teacher for the assimilation of facts. Teaching is basically causing to learn. Nothing is assumed to be taught unless it is learnt by the 6. The evaluation system mainly includes both students. Thus, learning and teaching go hand essay and objective-type questions. in hand. Teaching is the main tool to educate a Reflective Level of Teaching (RLT) person. 1. Hunt is the main proponent of reflective Important Concepts Related to Teaching level of teaching. Education: In its general sense, is a form of 2. It is the highest level of teaching and learning in which knowledge, skills, and hab- includes both ULT and MLT. its of a group of people are transferred from 3. It is problem-centric approach of teaching. one generation to the next through teaching, 4. The students are assumed to adopt some sort training, research, or simply through ‘autodi- of research approach to solve the problem. dacticism’ (self-learning). 5. Classroom environment is to be sufficiently Learning: Learning means activities and ‘open and independent’. The learners are experiences. Learning can be defined as the motivated and active. relatively permanent change in an individual’s behaviour (current and potential) as a result of 6. The aim is to develop the reflective power of experience or practice. This can be compared learners so that they can solve problems of to other primary processes ­producing relatively their lives by reasoning, logic, and imagina- permanent change, ‘maturation’, that comes tion, and lead successful and happy lives. with biological age. 7. The pupil occupies the primary place and Some methods of active learning are discus- teacher assumes the secondary place. sion, practice sessions, structured exercises, 8. Essay-type test is used for evaluation. Atti- team projects, and research projects. Different tude, belief, and involvement are also evalu- aspects of learning have been explored later in ated. this chapter. Instruction: it is delivery of contents by Dynamic Environment the teacher. It does not involve an interac- tion between the teacher and the learner; but Teaching is dominated by communication still it facilitates achievement of teaching that itself is very dynamic in nature. Teaching objectives. Teaching is a wider concept and changes according to time and place. Its envi- instruction is a part of teaching. ronment consists of interaction among three M01_UGC-NET_XXXX_CH01.indd 3 4/10/2017 10:38:54 AM  1.4 Chapter 1 beliefs of the society. Teaching techniques are Training: The main purpose of imparting systematic, have definite steps to be followed, training is to equip candidates with specific and are easily communicable. On the basis of or job-related or technical skills. Again teach- assumptions of science, a teacher can be trained. ing is a wider concept than training. There are definite steps that are followed in Indoctrination: Indoctrination can be termed training a teacher. as the highest order of teaching. In indoctri- Teaching is an art as well. It takes places in nation, the beliefs and ideas are impressed a dynamic environment. The teacher has to deal upon others and can be included in teaching. with individual differences in a class in a tactful Teaching can be done without indoctrina- manner, it needs a lot of individualized approach tion but no indoctrination is possible without and discretion. teaching. Syllabus: Syllabus is an outline and sum- Self organization mary of topics to be covered in an education or training course. It is descriptive in nature. The people in teaching profession are sensitive A syllabus is either set out by an exam board towards growth and development because it is or prepared by the professor who supervises self-organized. They evolve a definite mechanism or controls the course quality. to sustain and promote the standards of teaching Curriculum: A curriculum usually refers to a profession. The growth in teaching profession is defined and prescribed course of study, which organic in nature, that is, the growth happens in the students must fulfill in order to pass a cer- a spontaneous manner. tain level of education. Curriculum can also Social Service be defined as the sum total of all the experi- ences that a student undergoes in the school It has been accepted that education is a potent including academic, cocurricular activities tool to bring about changes in any nation. It is and other types of exposure. useful to develop the society. High Degree of Autonomy Intellectual Activity There is a high degree of autonomy in teaching Teaching is essentially an intellectual activity. It profession right from curriculum development, is not merely talking or expressing one’s ideas; it planning activities of a year, identifying instruc- requires conscious and continuous organization tional objectives, deciding upon the method of of learning activities. It entails creation of a con- teaching, media, evaluation criteria, and tech- ductive and supportive learning environment. A niques to divide the admission and promotion teacher has to evolve a suitable plan of action rules, and autonomy in planning and execution to achieve desired changes in the behaviour of a of co-curricular activities. group of learners. In teaching–learning process, learners constitute the raw material. Learners are Teaching as a Profession prepared to teach in continuous involvements in Teaching is the profession that makes other pro- the society with varied expectations. fessions possible. There are many courses such as B.Ed, M.Ed, etc. Which impart knowledge Teaching Is a Science as well as an Art and skills that establish the foundation for a suc- The teaching profession is based upon a system- cessful pathway to a teaching career. It entails a atic body of knowledge, which has been derived number of years of study and intermittent train- from social, psychological, historical, political, ing periods. A teacher has to improve his/her and economical spheres of life. It is also influ- qualification for advancements in the teaching enced by the religious, spiritual, and ethical career. M01_UGC-NET_XXXX_CH01.indd 4 4/10/2017 10:38:54 AM   Teaching Aptitude 1.5 Effective Teaching Practices important, whereas for grown-up learners, logical order is emphasized more. Maxims of Teaching 9. From analysis to synthesis: Initially, the stu- A maxim is a ground rule or fundamental prin- dents have little or vague knowledge about the ciple that has evolved over a period of time. It is topics. Analysis means dividing problems into a guide for future action or behaviour. Teaching its constituent parts, and then, these are studied. has also its own set of maxims, which have been   Synthesis means to understand by con- discussed below. necting the knowledge acquired through 1. From simple to complex: The teacher should analysing the parts. A teacher should use start with simple things and ideas, and these analytic–synthetic method. can be done with day-to-day examples, if 10. Follow nature: It means to regulate the edu- possible. Then gradually, a teacher can move cation of a pupil according to his nature. towards concepts and technical terms. This 11. Training of senses: Senses such as sight, creates interest among learners to acquire new hearing, taste, smell, and touch are gateways knowledge. This is helpful in better retention. to knowledge. It is better if all or maximum 2. From known to unknown: This is related of these senses can be applied in teaching. to first maxim. Retention is always better Montessori and Froebel are the main propo- if new knowledge can be linked with the nents of this maxim. known one. 12. Encouragement to self-study: Dalton’s sys- 3. From seen to unseen: The students should tem is based on self-study. be imparted knowledge about the present; then they can understand the past and the Principles of Teaching future better. They are closely related to maxims. Teaching 4. From concrete to abstract: The mental devel- methods are based on two types of principles: opment of students happens better with the general principles and psychological principles. concrete objects, they become familiar with and define micro-words for them at a later General Principles stage. 1. Principle of motivation: It creates curiosity 5. From particular to general: The students among students to learn new things. should be presented with examples first and 2. Principle of activity (learning by doing): then general laws and their derivations can Froebel’s Kindergarten (KG) system is be explained to them. The experiments and based on this principle. It includes both demonstrations serve this purpose. physical and mental activities. For exam- 6. From whole to part: Gestalt psychologists ple, students are asked to make charts and have proved that we first see the whole models. object and then its parts. For example, we 3. Principle of interest: By generating genu- first perceive the tree and then its trunk, ine interest among the learner’s community, branches, leaves, etc. Thus, the introduction the effectiveness of the teaching-learning or overview of the topics is important. process can be increased. 7. From indefinite to definite: The teacher 4. Principle of linking with life: Life is a con- should help to transform indefinite knowl- tinuous experience, and learning linked with edge into definite one and aim to clarify the life can be more enduring. doubts of students. 5. Principle of definite aim: This is important 8. From psychological to logical: During ini- for optimum utilization of teaching resources tial stages, psychological order is more and making learning more focused. M01_UGC-NET_XXXX_CH01.indd 5 4/10/2017 10:38:54 AM  1.6 Chapter 1 6. Principle of recognizing individual differ- 4. Principle of encouraging creativity and self- ences: Every student is unique in terms of expression: This is specifically applicable in intelligence, attitude, abilities and potential- subjects such as mathematics and in learn- ities, and socio-economic background. The ing languages. teaching method should be devised in such 5. Principle of sympathy and cooperation: a manner to make all the students to avail This principle is required for the motivation equal opportunities in life. of students. 7. Principle of selection: The horizon of knowl- 6. Principle of reinforcement: Students should edge is expanding each day. The teacher be suitably rewarded for their desired should be able to pick contents that can be behaviour. more relevant and updated to the learners’ 7. Principle of imparting training to senses: objectives. The use of multimedia makes many senses 8. Principle of planning: Every teacher has get involved simultaneously, which is cru- certain time-bound objectives, and hence, cial for enduring learning. teaching should be systematic to make opti- 8. Principle of remedial teaching: This princi- mum use of resources within the time limit. ple is necessary for the teacher to identify 9. Principle of division: To make learning eas- mistakes and suggest better answers to the ier, the subject matter should be divided into problems. units, and there should be links between the units. Microteaching 10. Principle of revision: To make learning Microteaching is a teacher training technique enduring, the acquired knowledge should be for learning teaching skills. It employs real revised immediately and repeatedly. teaching situation for developing teaching 11. Principle of creation and recreation: This skills and helps to get deeper knowledge principle is a must to make the classroom regarding the art of teaching. This Stanford environment humorous and creative. technique involves the steps of ‘plan, teach, 12. Principle of democratic dealing: It entails observe, re-plan, re-teach, and re-observe’. students in planning and executing differ- Most of the pre-service teacher education ent activities; it helps in developing self- programs widely use microteaching, and it is confidence and self-respect among the a proven method to attain gross improvement learners. in the instructional experiences. Effective student teaching should be the prime qual- Psychological Principles ity of a teacher. As an innovative method of equipping teachers to be effective, skills 1. Principle of motivation and interest: A and practices of microteaching have been teacher needs to understand that every stu- implemented. dent is a unique psychological entity, and a student can be motivated after identifying his/her motives and needs. Objectives of Teaching In a knowledge-driven society where informa- 2. Principle of recreation: Recreation is neces- tion has increasingly short shelf life, it is impor- sary to tackle fatigue after attending lengthy tant for the teachers to focus on long-term goals classes. This breaks monotony and prepares of preparing our students for life activities, students for learning again. thereby equipping them with more than a finite 3. Principle of repetition and exercise: This is and rapidly obsolescent body of knowledge, and specifically true in case of small children. developing them to understand, apply, and create M01_UGC-NET_XXXX_CH01.indd 6 4/10/2017 10:38:54 AM   Teaching Aptitude 1.7 knowledge, as well as to constantly refresh and parts in such a manner that relationship upgrade their knowledge. of ideas is understood better. An objective describes an intended result of (e) Synthesis: It is basically about combin- instruction rather than the process of instruc- ing the constituent parts to make it a tion itself. Thus, instructional objectives com- whole. It is antonym of analysis. municate the intended learning outcomes at the (f) Evaluation: It involves judgement made end of instruction and state the changes that an about the value of methods and materi- instruction should make in the student’s behav- als for particular purposes. iour. A good objective should be specific, out- come based (i.e., it should emphasize on the 2. Affective domain: It deals with attitude, output rather than the process of instruction), motivation, willingness to participate, valu- and measurable. ing what is being learned, and ultimately The first and the foremost point to be con- incorporating the values of discipline into sidered in teaching–learning process is what a a way of life. It asks for better student student will be able to do at the end of an instruc- participation. It includes the following tion. The objectives of teaching and learning levels: must integrate at the end of the instruction. (a) Receiving: willingness to listen (b) Responding: willingness to participate Classification of Teaching and (c) Valuing: willingness to be involved Instructional Objectives (d) Organizing: willingness to be an advo- There are two main ways of classifying instruc- cate of an idea tional objectives. One classification is given by Bloom, whereas another classification is given (e) Characterization: willingness to change by Gagne and Briggs. one’s behaviour or way of life 3. Psychomotor domain: It is mainly con- Bloom’s Classification of Teaching and cerned with the acquisition of technical Instructional Objectives skills. Following are the five different levels According to this classification, instructional of instructional objectives in psychomotor objectives fall under one of the following three domain: categories: (a) Imitation: It includes demonstration of 1. Cognitive domain: It is related to develop- a skill by a skilled person and learner ment of intellectual capability (i.e., think- tries to follow the same. ing or knowledge); it is the core learning (b) Manipulation: A learner tries to experi- domain. The other domains (i.e., affective, ment with various aspects like manipu- and psychomotor) require at least some cog- lating machinery, equipment, etc. nitive components. It functions at six levels, (c) Precision: Accuracy in performing vari- which are as follows: ous acts increases with practice. (a) Knowledge: It is basically about recall- (d) Articulation: Achieving a desired level ing information or contents. of efficiency and effectiveness through (b) Comprehension: It is the ability to grasp practice. the meaning of a material. (e) Naturalization: Skill is internalized and (c) Application: It converts abstract knowl- an individual is able to adapt, modify, edge into practice. or design new techniques, methods, or (d) Analysis: It involves breaking down procedures according to the require- a communication into its constituent ments of a situation. M01_UGC-NET_XXXX_CH01.indd 7 4/10/2017 10:38:54 AM  1.8 Chapter 1 Gagne and Briggs Classification of Teaching and Methods of Teaching Instructional Objectives I f a child can’t learn the way we teach, we According to this classification, the learning out- should teach the way they learn comes fall under one of the following categories:  —Ignacio Estrada 1. Intellectual skills: These skills are crucial Once the instructional objectives are specified, for dealing with the environment. They the next step is to select an appropriate instruc- include concept learning, rule learning, and tional method to achieve them. The teacher has problem solving. a number of methods at his disposal to select 2. Cognitive strategies: These include meth- from. These methods are as follows: ods and techniques for one’s own learning, 1. Large group teaching methods remembering, and thinking skills. 2. Small group teaching methods 3. Verbal information: It refers to organized 3. Individualized teaching methods bodies of knowledge that an individual acquires. In order to make efficient and effective use of these said methods to attain the desired learning 4. Motor skills: They are basically about outcomes, the user must have thorough under- motions carried out when the brain, nervous standing of the characteristics and appropriate system, and muscles work together. uses of various instructional methods. Some of 5. Attitudes: They refer to an internal state of the important methods of instruction are given an individual. in Table 1.1. Table 1.1 Important Methods of Instruction Teacher-centred strategy Mixed strategy Student-centred strategy Large group methods Small group methods Individualized methods 1. Lectures 1. Group discussion 1. Tutorials 2. Team teaching 2. Seminar 2. Assignments 3. TV or video presentation 3. Panel discussion 3. Project work 4. Brainstorming 4. Case study 5. Project method or work 5. Programmed instruction 6. Tutorials 6. Computer-assisted learning 7. Case study 7. Interactive video 8. Role play 8. Open learning 9. Simulation 9. Personalized system of 10. Demonstration instruction (PSI) 10. Heuristic method Large Group Teaching Methods teaching resources, or shortage of time resource, lecturing may be the only alternative. Lecture Method Lectures can be either one-way or two-way Formal lecture helps in building up basic theo- depending upon the presence or absence of the retical knowledge that must be gained before facility to seek further information, clarification, practice or before participative sessions. In cer- and explanation. To make lecture method more tain situations, such as large audience, scarce effective, the three factors, namely preparation, M01_UGC-NET_XXXX_CH01.indd 8 4/10/2017 10:38:54 AM   Teaching Aptitude 1.9 presentation, and evaluation, must be given due it can virtually bring the whole world inside the consideration. classroom. Screening of video presentation is followed by a discussion or task. Advantages 1. Economical as it can cover large audience in Advantages less time. 1. Many important personalities and experts 2. Stimulates further learning. are brought to the classroom through video 3. Flexibility of adapting the lecture according presentation. to time and equipment available. 2. Specifically useful for adult learners. Limitations 3. Illustrated lectures and demonstrations can be supplemented by other teaching aids 1. Student may be a passive listener so teacher such as slides, models, specimens, etc. has to make conscious efforts to make it two-way communication. 4. Easily accessible for learners in remote areas. 2. Not very suitable for developing mental skills. 5. Specifically useful for subjects such as geography, astronomy, etc. 3. Stressful for the audience who does not have efficient skills on taking notes. Limitations Team Teaching Method 1. Less possibility for two-way communication. Team teaching is an innovative approach in 2. There can be difficulty in adjusting to com- teaching large groups in which two or more plicated schedules to telecast period. teachers are involved in planning, executing, and evaluating the learning experiences of a group of Small Group Teaching Methods students. Most of the methods of instructional delivery for the learning of smaller groups numbering between Advantages 3 and 12 trainees lean towards trainee-centred 1. Sharing the best faculty by more students. approach. Some of these methods are group 2. Optimum use of multiple teaching tech- discussion, seminar, project work, tutorials, role niques and devices. playing, etc. These are briefly discussed below. 3. Improvement of teaching quality. Group Discussion (GD) Limitations Group discussion is one of the basic methods of teaching smaller groups. It can be described as 1. Finding teachers with special competencies communication and interaction within a group is a difficult task. around a topic, skill, issue, or problem presented 2. More teachers are required for this method. to the group by the trainer or moderator for 3. Not useful for teaching all subjects. discussion. Group discussion can be any one of the 4. Requires much time for planning and following: scheduling. 1. Planned: There is certainty about the con- TV or Video Presentation clusions and objectives. The discussion Television or video presentation is an improved is guided by the trainer in an appropriate presentation of radio or audio presentation, and sequence. M01_UGC-NET_XXXX_CH01.indd 9 4/10/2017 10:38:55 AM  1.10 Chapter 1 2. Partly Planned: Here, the concluding and 2. It provides opportunity for the trainees to opening statements are known, but the dis- prepare and contribute to a particular topic cussions in-between is not directed or very thoroughly. loosely guided. 3. It provides opportunity to the trainees 3. Unplanned: The topic presented for dis- towards practical group leadership and cussion is without any opening statement allows them to use analytical skills, research and the discussion that follows is entirely on conclusions, solve a problem, etc. spontaneous without any guidance from the trainer. Limitations 1. It is time consuming and may cause stress to Advantages participants. 1. Participation of all the group members. 2. It needs a group of trainees with fairly 2. Critical thinking can be developed as highlevel of attainment. trainees are free to express their ideas and opinions. Panel Discussion 3. Good for the development of oral, non- A panel consists of a small group of six to eight verbal, and written communication skills. persons. They carry on a guided and informal discussion before an audience. For example, a panel discussion takes place on the issue of cli- Limitations mate change. The leader must, in addition, take 1. Time consuming when it is not very systematic. special care to select the panel members who 2. Possibility of domination by a few partici- can think and speak effectively. He must also be pants on the basis of their better communi- sure that they prepare themselves to discuss the cation skills. subject. 3. Leading a discussion requires a change Advantages of roles which may not be realized by the 1. Panel discussions, if well conducted, are trainer. usually more interesting to the audience 4. Assessment of trainees is difficult and can than the single-speaker forum. be biased also. 2. Usually on socially relevant issues. Seminar Limitations It is a type of group discussion where one trainee, or several, prepare a paper on a given topic, issue, 1. Bringing experts to a single forum can be or problem, which is then presented to the whole difficult. group for discussion and analysis. A series of 2. The audience is not actively involved. seminars can be presented by the trainees around a major topic, so that they form a linked series of Brainstorming discussions. The main stages in seminar are Brainstorming is a creative group work in which preparation of paper, presentation of paper, and group members produce a large number of discussion on it. ideas quickly on a given topic or problem for subsequent evaluation. In this method, anyone Advantages can exchange remarks with anyone except that 1. This method gives more independence, the participants are not allowed to criticize the which leads to development of presentation ideas at the time when views are being invited. skills of the participants. Sometimes quantity of ideas is more important M01_UGC-NET_XXXX_CH01.indd 10 4/10/2017 10:38:55 AM   Teaching Aptitude 1.11 than quality. Spontaneity is the hallmark of brain- to facilitate subject-matter learning through the storming sessions. dramatization of literary and historical works Several rounds of brainstorming are con- and historical or current events. In all these uses, ducted till all the ideas are exhausted. Participants role playing provides the student with a dramatic are then asked to evaluate all ideas and list the confrontation and clarification of (1) his rela- best one. tions with others, (2) his information about and Advantages expectations of the society, (3) his evaluation of himself and his life style, and (4) the ways in 1. It encourages creativity that helps trainers to which academic material may be relevant to his produce, think, and explore ideas. daily tasks. 2. Scope for larger participation. Advantages 3. It is economical as it does not require much preparation. 1. It is the semblance to real-life situations. Limitations 2. Interactive and interesting, it entails participa- tion of every member of the group. 1. It is not a very systematic way of studying a subject. 3. It gives immediate feedback. 2. There is possibility of some trainees being 4. It develops social, decision-making, problem- reluctant to participate. solving, negotiating, and manipulating skills. 5. It is effective to change the attitude of the Project Method participants. This can be described as both a small group and an individualized instruction. In this method, Limitations students are allowed to explore and experience 1. It has unpredictable outcomes. their environment through their senses and direct 2. Real-life situations are usually more their own learning by their individual interests. complex. Very little is taught from the textbooks, and the emphasis is on experiential learning rather 3. It requires a considerable amount of than rote learning and memorization. A project resources. method classroom focuses on democracy and collaboration to solve purposeful problems. Simulation Simulation means creating conditions that are Advantages quite similar to actual conditions. Then the 1. Students are likely to develop the habit of training is provided under those conditions. For critical thinking. example, the training of pilots and astronauts 2. They develop the habit of working in teams. takes place in conditions that are quite similar to actual flight conditions. Simulation is specifi- Limitations cally used for training purpose. 1. Continuous monitoring may be required. Advantages 2. Additional resources may be required. 1. They are economical in the long run. Role Playing 2. Safety aspects are taken care of. Role playing has been used effectively by many Limitation teachers to help solve classroom interpersonal problems and to teach human-relations skills in 1. It entails high initial investment in machin- the classroom. Role playing has also been used ery equipment, etc. M01_UGC-NET_XXXX_CH01.indd 11 4/10/2017 10:38:55 AM  1.12 Chapter 1 Tutorials Individualized Teaching Methods Tutorial method is a method employed for teach- The individualized methods of instruction can be ing small groups for developing skills for solv- defined as instructions designed to meet the needs ing numerical problems, providing individual of an individual learner and to accommodate guidance, and sorting personal problems. It is the differences displayed between the learners. appropriate for taking care of individual dif- The main teaching methods include assign- ferences and guiding the students as per their ments, case-study approach, computer-based needs, mastery, learning, comprehending con- learning, open learning, personalized system of cepts, principles and their applications, and for instruction, and programmed instructions, which