The document discusses various topics related to academic and administrative aptitude in education. It covers learning theories like behaviorism, cognitivism and social learning theory. It also discusses factors affecting learning, individual differences, guidance and counseling, educational management, and philosophical foundations of education. The document provides definitions and explanations of these concepts in education psychology and management in brief points.

1. PRASANTH.S.R
ASSISTANT PROFESSOR IN
COMMERCE EDUCATION
prasanthsr.sr783@gmail.com

2. Academic Aptitude
 Learning , meaning, characteristics & basic
requirements
 Factors affecting learning
 Learning to learn
 Knowledge management

3. Learning – Meaning & Definition
Learning is the change in behaviour, that takes place
through practice and experience. It is the change in
behaviour for better or worse.
‘Learning is not acquiring knowledge or skill by mere
mechanical repetitions. It is a process in which the learner
organises different elements and experiences to reach a
particular goal’.
- Skinner

4. Characteristics of Learning
 Learning is purposeful.
 It takes place through experience.
 It had wide scope. [ habit formation, development of
attitude, interest, etc.]
 Learning has social orientation.[ Development of a
Social citizen ]

5. Basic Requirements of Learning
 Motivation
 Proper study habits
 Suitable learning experience
 Favourable & conducive learning environment.
 Proper linking with previous knowledge.
 Availability of reference material.
 Adoption of suitable methods & techniques.
 Self reflection

6. Learning to Learn
Learning to learn means learning how to learn.
 Observing
 Classifying
 Measuring
 Communicating
 Using number relations
 Special relations
 Inferring
 Predicting
 Making operational definitions.
 Formulating hypotheses

7. Factors Affecting Learning
 Physiological factors
It include how people feel, their physical health, and their levels of fatigue at
the time of learning, the quality of the food and drink they have consumed, their
age, Atmospheric conditions etc.
 Psychological factors
such as mental ill-health or mental tension, motivation, creativity, interest,
aptitude, attitude and conflict.
 Environmental factors
Learning is hampered by bad environmental conditions such as distraction,
noise, poor illumination, bad ventilation, overcrowding and inconvenient
seating arrangements.
 Teaching Methods
Use Teaching methods that should encourage learners active participation.
Such as project method, problem solving, etc. Methods should possess good teacher
pupil interaction.

8. Knowledge Management
Knowledge management (KM) is the combination of
organizational culture, strategic goals, individual needs, and the
expertise of its people to create an atmosphere of learning and growth.
Knowledge management is the explicit and systematic management of
intellectual capital and organizational knowledge as well as the
associated processes of creating, gathering, organizing, retrieving,
leveraging, and using intellectual capital for the purposes of improving
organizations and the people in them. The goal of knowledge
management is the effective sharing of knowledge throughout an
organization for the benefit of the organization or the individual.

9. ADMINISTRATIVE APTITUDE
 Qualities of A Teacher
 Professionalism of A Teacher
 Planning and Administration
 Educational management, Organization,
Supervision,
 Characteristics of effective management.

10. Qualities of A Good Teacher
 Physical Qualities
Good Personal Appearance
Good Physical Health
Clear & Pleasant Voice.
 Moral Qualities
Friendliness
Sympathy
Understanding
Honesty
Sincerity
Impartiality
 Psychological Qualities
Tactfulness
Intelligence
Patience
Self Control
Sound mental health
 Executive Qualities
Initiative & Resourcefulness
Organising & Directive Capacity
 Professional Background
Professional Attitude
Professional Training
Desire for Improvement
 Sound Knowledge of the subject Matter
 Relationship with pupils
 Relationship with Colleagues
 Relationship with community

11. Role of The Teacher
First and foremost duty of a teacher is to imparting information to
learners.
 Teacher as Organiser
 Teacher as Prompter
 Teacher as Resource or Consultant
 Teacher as Communicator
 Teacher as Controller
 Teacher as Stage setter & Facilitator
 Teacher as A Guide
 Teacher as Evaluator

12. Professionalism of A Teacher
Profession may be defined as “ An occupation based upon
specialised intellectual study and training, the purpose of
which is to supply skilled services and to advise others for a
definite fee or salary.
Professional Qualities of A Teacher
 Deep knowledge in the subject matter
 Expertise in teaching
 Possessing sound professional ethics
 Dedication into the profession
 Use of technology & new innovations in teaching.

13. Ways of Professional Development
 Pre-service Education : The education for the teachers before
entering into service. Eg. D.Ed. [TTC ], B.Ed.. M.Ed., etc.
 In-service Education : The training programmes conducted
for teachers while they are in service. UGC, NCERT, SCERT, DIET,
SSA, etc
Programmes for Professional Development
 Seminars
 Workshops
 Orientation Courses
 Refresher Courses
 Summer Institutes
 Cluster Meetings

14. Educational Management
‘Educational management is the theory and practice of the
organisation and administration of existing educational
establishments and systems.’
- Terry Page
Functions of Educational Management
 Planning
 organising
 Staffing
 Directing
 Controlling

15. School Organisation
School organisation is a type of structural unit in which
Teacher, Headmaster, school inspectors and other people
participate in school activities.
Elements of School Organisation
Daily routine of the school Discipline
Examination Inspection
Work of office Level of Teachers
Level of school Educational Projects
Plants Building
Hostels Teaching aids
Play ground

16. Selection of A Site for The School
School should be located in a congenial and pleasant
environment.
 It should not be near to a factory, a market, a bus
stand, a railway station or any such crowded place.
 It should not be at some low lying area which may be
filled up during the rainy season.
 It should not be situated on the main road.
 There should be provision of electricity, water ,
hospital, post office, bank , etc.

17. Qualities of An Ideal Principal /
Head of The Institution
 An Efficient Leader
 Able Administrator
 A Good Scholar
 A Democratic leader
 A Disciplined Man
 Role model for others.
 Influential Personality
 Know the value of human relations.

18. Role of Principal / Head of The Institution
 As A Teacher
 As An Administrator
 As A Supervisor
 As An Inspector
 As A Leader
 As An Organiser
 As A Coordinater
 Roll in Curriculum Implementation
 Roll in Maintaining Discipline
 Role in Overall Development

19. Maintenance of Records
Admission Records Attendance Registers
Fee Registers Time Table Records
Examination Registers Correspondence Records
Stock Registers Purchase Records
Registers Regarding Parents Progress Reports
Visitors Book Log Book
School Calendar

20. Time Table
Time table is a detailed plan showing the schedule of time
allotment to various subjects and activities.
Types of Time Table
Class Time Table
Teacher’s Time Table
Master Time Table
Principles of Time Table Construction
Principle of Variety
Principle of Fatigue
Principle of Justice
Principle of Rest & Recreation
Principle of Flexibility

21. Building School & Community Relationship
Parent Teacher Association [ PTA ]
 Celebrating festivals & days of national importance
 Film shows & Exhibitions
 Organising Community living Camps
 Conducting social services
 Community participation in important decision making
events
 Utilisation of Community Resources
 Conducting Field Trips

22. Psychological Foundations
of Education
 Educational Psychology
 Concept of learning, Learning theories and their
application
 Individual differences
 Intellectual development – theories
 Guidance and Counselling
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23. PSYCHOLOGY
GENERAL
PSYCHOLOGY
ANIMAL PSYCHOLOGY
CHILD PSYCHOLOGY
SOCIAL PSYCHOLOGY
PHYSIOLOGICAL PSYCHOLOGY
ABNORMAL PSYCHOLOGY
APPLIED
PSYCHOLOGY
INDUSTRIAL PSYCHOLOGY
CRIME PSYCHOLOGY
CLINICAL PSYCHOLOGY
OCCUPATIONAL PSYCHOLOGY
EDUCATIONAL PSYCHOLOGY

24. EDUCATIONAL PSYCHOLOGY
Educational psychology is the study of all
aspects of human behaviour from infancy to
adulthood so as to help pupils to lead a meaningful
life.
Educational psychology studies the
development of personality and the role played by the
family, play groups, schools, and community in this
regard.

25. Learning Theories
 BEHAVIOURIST THEORIES
Pavlov’s Classical Conditioning
Thorndike’s Theory of Trial & Error
Skinner’s operant Conditioning
 COGINITIVE THEORIES
Gestalt Theory of Learning
Lewin’s Field Theory
Piaget’s Cognitive learning Theories
Bruner’s Cognitive Assumption
Ausubel’s Meaningful Verbal learning theory
 SOCIAL THEORIES OF LEARNING
Social Learning Theory of Bandura & Walters.
Vygotsky’s Social Constructivism

26. PAVLOV’S CLASSICAL CONDITIONING
 Pavlov – Russian – psychological Nobel prize winner
 It is possible to induce fear as well as remove fear in a child
by conditioning.
 Conditioning means modification of the relation between a
natural stimulus and natural response.
 This theory helps in conditioning good habits, make
teaching – learning effective, to develop interest and positive
attitude.

27. Thorndike’s Theory of Trial And Error
 Theory of Connectionism was put forward by
Thorndike
 This theory has given importance to the use of
practice , drill and repetition , and has highlighted the
psychological importance of reward and praise.
 Thorndike’s laws of Learning
Law of Readiness
Law of Effect
Law of Exercise

28. Skinner’s Operant Conditioning
 Operant conditioning is also known as instrumental
conditioning.
 In the process of operant conditioning, operant
responses are modified by reinforcement.
 He points out operant behaviour & respondent
behaviour.
 He carried experiments on hungry rat and pigeon.
 He gives importance to operant behaviour.

29. Gestalt Theory of Learning
 Gestalt psychologists are – Max Wertheimer,
Wolfgang Kholer, Kurt Lewin, & Kurt Koffka.
 The term Gestalt is from German which means, the
whole, or the totality of a situation – learning by
insight.
 According to Gestalt theory of learning , what step
should a teacher take to facilitate insight require to
solve a problematic situation is help the learner to
perceive the situation , in its totality.

30. Lewin’s Field Theory of Learning
 Field is a psychological concept, it consists of the
individual and his psychological environment.
 The psychological environment is called life space.
 Learning is a behaviour change , a locomotion
from one region of life space to another.
 Forces that helps him to move towards the goal are
driving forces.

31. Piaget’s Cognitive Learning Theory
 Schemas are bits of informations , stored in our
cognitive structure.
 Cognitive development follows 4 sequential stages.
Sensory motor stage.
Pre- operational stage
Concrete operational stage
Formal operational stage

32. Bruner’s Cognitive Assumption
 Jerome S. Bruner , an American Psychologist.
 His famous book is The process of education.
 Bruner recommends learning by inductive
reasoning.
 Bruner recommends 3 modes of representations –
Enactive, Iconic & Symbolic.
 Bruner recommends spiral curriculum.

33. Ausubel’s Theory of
Meaningful Verbal Learning
 He promotes meaningful verbal learning by
supressing or avoiding rote learning.
 Ausubel argues that expository instruction if
efficiently performed can result in meaningful
reception / verbal learning.
 For the development of meaningful verbal learning
, he originated a model of teaching called Advance
Organiser Model.

34. Vygotsky's Social Constructivism
 Social Constructivism was developed by Lev
Vygotsky.
 He proposed that social interaction profoundly
influences cognitive development.
 Zone of Proximal Development : It is the gap
between level of actual development and level of
potential development.
 Scaffolding – it is the help given by an adult , peers,
experts, teacher, etc. for the child's development.

35. Individual Difference
 The difference among individuals , that distinguish them
from one another and make each one an unique individual
is called individual difference.
 Areas of Individual Difference :
Physical difference
Emotional Difference
Intellectual Difference
Social & Moral difference
Difference in Aptitude
Difference in Interest
Difference in Beliefs
Difference in Attitude

36. Theories of Intelligence
 Unitary Theory / Monarchic Theory
 Multifactor Theory / Anarchic Theory – E.L.Thorndike.
 Two factor Theory – Spearman
 Group Factor Theory – Thirstone
 Guilford ‘s Structure of Intelligence.
 Multiple Intelligence – Howard Gardner
Visual/ Spatial Intelligence
Verbal / Linguistic Intelligence
Logical / Mathematical Intelligence
Bodily / Kinaesthetic Intelligence
Musical / Rhythmic Intelligence
Inter Personnel Intelligence
Intra Personnel Intelligence
Naturalistic Intelligence

37. Guidance & Counselling
 Guidance is a process through which an individual
is helped to guide himself while solving a problem
that needs immediate solution.
 Types of Guidance are : Educational Guidance,
Vocational Guidance & Personal Guidance.
 Counselling is a series of direct contacts with the
individual which aims to offer him assistance in
changing the attitude & behaviour.
 Types of Counselling are : Directive counselling,
Non- Directive Counselling & Eclectic Counselling

38. PHILOSOPHICAL FOUNDATIONS
OF EDUCATION
Origin of The Term Philosophy
The term Philosophy comes from the Greek
word ‘Philosophia’ which is the combination of two
words Phileo [ Love ] & Sophia [ Wisdom ]. Thus the
literal meaning of philosophy is “Love of Wisdom”
4

39. Education & Aims of Education
“ Education is the creation of a sound mind in a sound
body “
- Aristotle
Aims of Education
 Knowledge Aim
 Vocational Aim
 Harmonious Development Aim
 Complete Living Aim
 Character Aim
 Individual Aim
 Social Aim

40. Scope of Philosophy in Education
 Metaphysics : It deals with nature of reality. It tries to answer
the question what is real ? The spiritual world or materialistic
world.
 Epistemology : It focus on our knowledge of reality. It
concerned with the various aspects of knowledge and its
acquisition.
 Axiology : It is concerned with values. It has two divisions.
Ethics – It is concerned with what is good / bad, right /
wrong, virtue /vice ,etc. Aesthetics – it is the inquiry into the
nature of what is beautiful or ugly and why it is so ?

41. BUDDHISM
 The works of Buddhism are described as Tripitakas - Sutta Pitaka , Vinaya Pitaka &
Abhidamma Pitaka.
 The 4 noble truths
Earthly life is full of misery [ Dukha Sathya ]
Desire is the cause of misery [ Samudhaya Sathya ]
Removal of desire can end misery [ Nirodha Sathya ]
Path of liberation [ Marga Sathya ]
 Eight Fold Path to Nirvana
Right Faith Right resolve
Right Speech Right Action
Right Living Right Effort
Right Thought Right Concentration
 Pabbaja Ceremony – At the age of 8
 Upasampada Ceremony - At the age of 20

42. APPROACHES TO EDUCATION
 IDEALISM
 NATURALISM
 PRAGMATISM
 REALISM
 HUMANISM

43. IDEALISM
 To the idealist , mind and soul are more important than
matter and body.
 Knowledge is through the activity of mind not through
senses.
 No importance to flesh , only to spirit.
 Chief exponents are : Plato, Kant , Hegel, Swami
Dayananda, Rabindra Nath Tagore , Mahatma Gandhi,
Aurobind Ghosh.
 Stress on spiritual environment
 Stress on disciplining the child
 Emphasis on bookish knowledge
 Teachers have supreme power

44. Naturalism
 Naturalism advocates that education should be a pleasurable
activity for children.
 Method of teaching must be inductive
 Education should encourage spontaneous self activity of students.
 Chief exponents are : Bacon, Comenius, Spencer, Huxley &
Rousseau.
 Aim of education is self expression.
 Schools should be located in natural surroundings.
 Scientific Subjects occupy more significant.
 Froebel’s Kindergarten, Montessori Method, Tagore’s Shanti
Niketan & Neill’s Summer Hill are orgined from naturalism.

45. Pragmatism
The word Pragmatism was orgined from the Greek
word ‘Pragmatigos’ which means Action .
 Project method is the gift of Pragmatism.
 Teaching methods are based on learning by doing.
 Its emphasis on action rather than on thought.
 Chief exponents are : C.S.Pierce, William James &
John Dewey.
 Pragmatism encourages a democratic way of
learning through purposeful and co-operative
projects and activities.

46. Realism
 It is concerned with the study of the world we live in.
 According to realism, the external world is a reality.
 Aim of education is to learn the art of living.
 Chief exponents are : Aristotle, John Locke, etc.
 The teacher is only a guide to the children.

47. Great Thinkers
Pestalozzi [ 1746 – 1826 ]
 Born in Switzerland
 His work were How Gertrude teaches her children, Book for
Mothers, Mother and Child, etc.
 His teaching was based on concrete objects rather than on
abstract verbalism.
 Instruction is to be imparted by way of observation and
graded activities.

48. Plato [ 427 B.C. – 347 B.C ]
 Plato was born in Athens.
 Main publications are : The Republic, The Laws,
Protagoras and Symposium.
 The aim of education are inculcation of virtue and
citizenship, development of the body and soul, etc.
 Plato established his centre of knowledge named
“The Academy”, this may be considered as the first
University of West.

49. Jean Jacques Rousseau [ 1712 – 1778 ]
 He was born in Geneva.
 He was naturalist.
 His main Publications are : The Progress of Arts and Sciences,
The New Heloise, The Social Contract, Emile, etc.
 Education is the process of developing into an enjoyable,
rational, harmoniously blended, useful & natural life.
 Negative education is self education. It is the education of the
sense organs and the body with the help of play grounds not
through class room.
 In ‘ Emile’ , he tries to show how the evils of the society can be
eradicated by education.

50. Friedrich Wilhelm August Froebel [ 1782 - 1852 ]
 He was born in Germany.
 He was an idealist and naturalist at the same time.
 The aim of education is to enable the child to realise the
unity principle. Self activity is the method of education.
 His main Publications are : The education of man, The
pedagogies of Kindergarten, Mother’s Play and Nursery
Songs, Education & Development, etc.
 Kindergarten means Children’s Garden. Songs ,
Movements & Construction form the essence of
kindergarten

51. Dr. Maria Montessori [ 1870 – 1952 ]
 She was born in Italy.
 Education should cater to the complete unfolding
of the child’s development.
 Her main publications are : The discovery of the
child, Education for a new world, The Secret of
Education, Child Training, The Child’s Place &
education, Reconstruction in Education, The
Montessori Method, The Advanced Montessori
Method, etc.
 Education of the senses is the most salient feature
of her educational system.

52. John Dewey [ 1859 – 1952 ]
 He was born in Vermount in New England.
 He emphasised the importance of science and
scientific methods as central in the governing of
human affairs of all kinds.
 Main publications : The School And Society, The
school and The child, School of tomorrow,
Education today, Democracy And Education, moral
Principles of Education, etc.
 He gives importance to pragmatism in education.

53. Paulo Freire [ 1921 – 1997 ]
 He was born in Brazil
 Education should promote the culture of freedom, by means of
which men and women can deal with their environment critically
and creatively.
 Main Publications are : Pedagogy of the oppressed, Cultural Action
for Freedom, Education for critical consciousness, The politics of
education, Pedagogy of Hope, Pedagogy of Freedom, etc.
 Critical Pedagogy – is an educational approach for developing
critical consciousness in the learner.
 Problem posing education – it is an alternative method of
education for existing banking concept of education.

54. Swami Vivekananda [ 1863 – 1902 ]
 He was born in Calcutta.
 Education is the manifestation of perfection already
in man.
 The aim of Education should be to give positive
education to the children

55. Rabindra Nath Tagore [ 1861 -1941 ]
 He was born in Calcutta.
 Freedom, Creative Self Expression and active
communication with nature and man are three cardinal
principles of his educational philosophy.
 Main Publications are : My School, Sadhana, Greater
India, The Gardener, Creative Unity, Personality, Fruit
Gathering, etc.
 Shantiniketan established in 1901
 In 1921 it was renamed as Viswa Bharathi

56. Mahatma Gandhi [ 1869 – 1948 ]
 Gandhiji is the great Apostle of non-violence.
 Main publications are : My Experiments with Truth , Commentary
in Bhagvath Gita.
 To him God is Truth, love , morality, fearlessness, are the source of
light and life.
 His Wardha Scheme of education was a revolt against the book-
centred, examination oriented, system of education.
 His educational philosophy is known as Basic Education
 Basic education is a new work oriented method of teaching.

57. Sri Aurobindo Ghosh [ 1872 – 1950 ]
 He was born Calicut.
 Aim of education is the awakening and development of
spiritual being.
 Main Publications are : The Human Cycle, Renaissance in
India, Foundation of Indian Culture, On Education, A system
of nation al education, etc.
 His educational system is named as Integral Education.

58. Education Commissions Under British Rule
 Charter Act 1813 – Christian missionaries.
 Macaulay’s Minutes 1835 – Lord Macaulay
 Wood’s Despatch 1854 – Charles Wood [ Magna Carta of
Indian Education ]
 Hunter Commission 1882 – William Hunter
 Indian University Commission 1902 – Raleigh
 Sadler Commission or Calcutta University Commission 1917
– Michel Sadler.
 Hartog Committee Report 1929 – Philip Hartog
 Abbot – Wood Report 1937 – Sargent Report 1944 – Sir
John Sargent.

59. Education In Post Independent India
University Education Commission [ 1948-49 ]
 Dr.S.Radhakrishnan was the chairman.
 Important Recommendation is the total school
course should be of 12 years, and the university
courses should be spread over 3 years.

60. Secondary Education Commission 1952
 Dr.A.L.Mudaliar was the chairman
 Duration of school course should be reduced fro 12
to 11 years.
 Curriculum should include 3 languages Mother
tongue, Hindi & English.

61. Indian Education Commission
[ 1964 -1966 ]
 Dr.S. Kothari is the chairman of the education commission.
 Programmes for educational transformation are : Science
education, Work Experience, Vocational education, Common
school, Social and national service, common school, social
and national service, language policy, part–time and own
time education.

62. New Education Policy 1986
 National policy on education 1968 was the basis for new
education policy.
 It aimed to promote national progress, a sense of common,
citizenship and culture and strengthen national integration.

63. Articles Relating to Education
 Articles 28 – Freedom as to attendance at religious
instruction in certain educational institutions.
 Article 29 – Protection of interest of minorities.
 Article 30 – Right to minorities to establish and administer
educational institutions.
 Article 45 – Provision for free and compulsory education for
children.
 Article 46 – Promotion of educational and economic
interest of scheduled caste, scheduled tribes and other
weaker sections.

64. Innovation, Technology,
&
Evaluation

65. Models of Teaching
 Teaching models are just instructional designs.
 Bruce Joyce & Marsh Weil collected more than 24 teaching
models In their book ‘Models of Teaching’.
 Families of Teaching Models
The Information Processing Family
The Personal Family
The Social Family
The Behavioural Systems Family

66. Elements of Teaching Model
 Syntax – Different phases in a lesson.
 Social system – Structure of learning environment /
classroom.
 Principle of interaction – Styles of interaction to be
followed by the teacher.
 Support system – Use of teaching aids and other
facilities for the attainment of objectives.

67. The Information Processing Family
Models of this family focus on the intellectual capacity of the
learner.
 Concept Attainment Model –Jerome S Bruner
 Inductive Thinking Model – Hilda Taba
 Inquiry Training Model – J Richard Suchman
 Advance organiser Model – David Ausubel
 Memory Model – Jerry Lucas
 Cognitive Development Model – Jean Piaget
 Biological Science Inquiry Model – Joseph Schwab

68. The Personal Family
Models including this family indents for the personal
development of the Learner.
 Non-directive Teaching Model – Carl Rogers.
 Synetics Model – William J J Gordon
 Awareness Training Model – William Schutz and George
Brown
 Classroom Meeting Model – William Glasser.

69. The Social Family
It gives emphasis to the relationship of the individual with
the society.
 Group Investigation Model – Herbert Thelen
 Role Playing Model – Fannie & George Shaftel
 Jurisprudential Inquiry Model – Donald Oliver
 Laboratory Training Model – National Training Laboratory
 Social Simulation Model – Cybernetic Psychologists
 Social Inquiry Model – Thelen, Oliver, Sharer

70. The Behavioural Systems Family
It emphasis on the change in observable behaviour of the
learner.
 Contingency Management Model – B.F.Skinner
 Self Control Through Operant Methods – B.F.Skinner
 Stress Reduction Model – Joseph Wolpe
 Desensitisation Model – Rimm & Masters
 Assertive Training Model – Wolpe, Lazarus

71. Audio – Visual Aids
The main purpose of using Audio – Visual aids in classroom
is to clearly covey the content & to make effective learning
TYPES of TEACHING AIDS
1. Projected Aids
2. Non- Projected Aids
3. Activity Aids

72. Projected Aids
 Over Head Projector
 Slide Projector
 Films & Film Projector
 Film strips & Film Strips projector
 Episcope & Epidiascope
 Television
 Computer
 L.C.D Projector

73. EDUSAT
 EDUSAT stands for Educational Satellite
 Launched on 20th September 2004
 Support education at low cost

74. Non- Projected Aids
 Graphic Aids
Graphs
Diagrams
Charts
Map
Posters
Cartoons
Comics
Flash Cards
Pictures and Photographs
 Display Board
Black Board
Roll-up chalk board
Bulletin Board
Peg Board
Flannel board
 Three Dimensional Aids
Models
Objects
Specimen
Moke –ups
Diorama
Puppets
Globe

75. Activity Aids
 Excursions & Field Trips
 Exhibitions
 Demonstrations
 Dramatization
 Museum
 Planetarium

76. Micro Teaching
 It was first adopted by Dwight W Allen at Stanford university [USA] in 1961.
 It was a teacher training technique
 It is a scaled down teaching encounter on class time and class size.
 Micro teaching Cycle includes plan, teach, feedback, replan, reteach ,
refeedback.
 Core Teaching Skills are :
Skill of Introducing A Lesson
Skill of Using Black Board
Skill of Stimulus variation
Skill Illustrating With Example
Skill Of Fluency in Questioning
Skill of Explaining
Skill of Posing Probing Questions
Skill of Reinforcement

77. Hardware & Software Approach
 Hardware approach is derived from Physical science &
application of Engineering Principles in Education.
 Its is the application of mechanical devices like T.V.,
Radio, Computers, Projectors in teaching – Learning
process.
 Software Approach is derived from application of
Behavioural Science.
 It is the application of scientific, psychological &
pedagogical principles in Education.

78. Multi – Media & Multi Sensory
Approaches
 Use of more than one media in teaching
learning process is known as multi media
approach.
 It is the process of using more than sensory
organs for receiving the new information
taught by the teacher.

79. Evaluation
 Evaluation is a systematic process of collecting and interpreting,
evidence of students progress. It is a continuous process.
 Comprehensive Evaluation : It include evaluation of all aspects of a
child, i.e., curricular, co-curricular & personality/social qualities.
 Continuous Evaluation : Valuation of pupil’s performance through
out the academic year, i.e. projects, assignment, class test,
seminars, field study, debates, etc.
 Terminal evaluation : Evaluation of the performance of the
students at the end of a term.

80. Types of Tools & Techniques of Evaluation
& Qualities Required for It
 Tools
Achievement test
Anecdotal Records
Cumulative Record
Checklist
Rating Scale
Questionnaire
 Techniques
Observation
Interviews
Case Study
Sociometry
 Qualities
Validity
Reliability
Objectivity
Discriminating Power
Utility
Comparability
Objective Basedness.

81. Value Based Education
 Values are described as the socially defined desires and Goals that are
internalised through the process of a conditioning, learning and
socialisation.
 Traditional Indian Values are , Dharma, Spirituality, Simplicity, Tolerance,
Non-violence, etc.
 Constitutional Values are , Democracy, Socialism, Secularism and Equality
of opportunity.
 Programmes for developing Values :
Community prayers, camps.
Health & Cleaning Programmes
SUPW
Cultural & Recreational Activities.
Citizenship Training Programmes.
Social Service Programmes

82. Bloom’s Taxonomy of
Instructional Objectives
 Propounded by Dr. Benjamin S Bloom
 Taxonomy means an orderly arrangement
 Three domains of Instructional objectives , i.e. Cognitive Domain,
Affective Domain & Psychomotor Domain.
 Cognitive Domain related to intellectual aspects. It includes
Knowledge, comprehension, application, analysis, evaluation,
synthesis.
 Affective domain related to feelings. It includes receiving,
responding, valuing, organising and characterisation.
 Psychomotor Domain related to action or skill. It includes
Imitation, Manipulation, Precision, Articulation & Naturalisation.

83. Teaching Methods
 Lecture Method – Simple, economical and easy method, teacher
oriented method.
 Dalton plan – child centred method giving maximum freedom
and active participation to them.
 Heuristic method – learner act as discoverer of knowledge
 Project method – Based on philosophy of pragmatism, based on
the principle learning by doing
 problem Solving method – students solves a complex
problematic situation by solving them.
 Inductive & deductive Methods – Inductive method is based on
the maxim particular to general. Deductive method is based on
maxim general to particular.

84. Individualised Instruction
 One teacher for one student
 Maximum development of potentialities is the ultimate aim.
 Methods for Individualised instruction are :
Assignment Method
Programmed Instruction
Personalised System of Instruction
Computer Assisted Instruction