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Teaching Aptitude in Higher Education

Higher Education, Teaching & Research

Useful for: UGC NET, Bihar Assistant Professor, Central Univ./IIT/NIT Faculty, MP Assistant Professor, OPSC Assistant Professor, OPSC PGT, Rajasthan Assistant Professor, Rajasthan 1st Grade School Lecturer

and 2 more exams

SSB Lecturer / PGT, UP Assistant Professor

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Overview

Teaching is a purposeful interaction that helps learners acquire knowledge, skills and values; it operates at memory, understanding and reflective levels.

Key points

Memory level of teaching is associated with Herbart; understanding level with Morrison; reflective level with Hunt.
Teaching objectives follow Bloom’s domains: cognitive, affective, psychomotor.
Teaching is both an art and a science.
Good teaching is learner-centred, purposeful and reflective.
Teaching aptitude includes communication, patience, subject mastery and empathy.
Teaching at higher levels develops critical and creative thinking.

Explanation

Reflective level is the highest and most problem-centred.
Teaching differs from indoctrination by encouraging questioning.
Maxims of teaching guide sequencing.
Feedback completes the teaching cycle.
Ethical conduct is part of teaching.

Step by step

Identify the concept, law or fact asked.
Recall the definition, formula, example or year.
Apply it and eliminate mismatched options.

Examples

Rote recall of definitions → memory level (Herbart).
Explaining relationships between concepts → understanding level (Morrison).
Students solve an open problem and critique solutions → reflective level (Hunt).

Traps and advanced points

Trap: Mixing level–thinker pairs.
Trap: Treating teaching as telling.
Trap: Ignoring affective goals.

Quick revision

Herbart memory, Morrison understanding, Hunt reflective.
Three domains.
Art and science.

Practice MCQs

The memory level of teaching is associated with —
1. Bruner
2. Herbart
3. Morrison
4. Hunt
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Answer: (b) Herbart. Herbart.
The understanding level of teaching is associated with —
1. Morrison
2. Hunt
3. Dewey
4. Herbart
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Answer: (a) Morrison. Morrison.
The reflective level of teaching is associated with —
1. Morrison
2. Piaget
3. Hunt
4. Herbart
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Answer: (c) Hunt. Hunt.
Bloom’s domains are cognitive, affective and —
1. spiritual
2. psychomotor
3. social
4. moral
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Answer: (b) psychomotor. Three domains.
Teaching is best described as —
1. only a science
2. both an art and a science
3. neither
4. only an art
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Answer: (b) both an art and a science. Both.
Which quality is most essential for teaching aptitude?
1. wealth
2. speed
3. empathy and communication
4. strictness only
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Answer: (c) empathy and communication. Also patience and subject mastery.
Teaching at higher levels mainly develops —
1. handwriting
2. obedience
3. critical and creative thinking
4. rote memory only
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Answer: (c) critical and creative thinking. Higher-order thinking.
The correct order of teaching levels from lowest to highest is —
1. memory, understanding, reflective
2. understanding, memory, reflective
3. memory, reflective, understanding
4. reflective, understanding, memory
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Answer: (a) memory, understanding, reflective. Memory → understanding → reflective.
Good teaching is —
1. exam-centred only
2. random
3. teacher-centred only
4. learner-centred, purposeful and reflective
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Answer: (d) learner-centred, purposeful and reflective. Characteristics of effective teaching.
A class debate on a policy dilemma is most suited to the —
1. memory level
2. understanding level
3. reflective level
4. none
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Answer: (c) reflective level. Problem-centred thinking.