Nta Ugc Net Paper 1 Teaching Aptitude [Complete] Free Pdf Notes-2022

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In this Post Nta Ugc Net Paper 1 Teaching Aptitude you can get Complete Syllabus, Study Materials Pdf Notes in Hindi, Mcq Live Mock Test, Previous Year Questions Answer, Most Repeated Questions, 2012 to 2020 All Shift Topics Wise Questions in Hindi English For Nta Ugc Net Paper 1 Teaching Aptitude.

Nta Ugc Net Paper 1 Teaching Aptitude

Syllabus For Nta Ugc Net Paper 1 Teaching Aptitude

>>Teaching: Concept, Objectives

DEFINITION OF TEACHING and Aptitude

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Nature of teaching aptitude

Definition:

Teaching aptitude is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things. Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note-taking, discussion, assignment writing, simulations, and practice).

What are the Objectives of Teaching?

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What do teachers do? Teachers have a lot of responsibilities. They have responsibilities other than conveying the concepts in the syllabus. These objectives form the foundation of the job and teachers should work every day to fulfill their objectives.

  • To help students acquire knowledge. The primary objective of teaching is to impart knowledge and wisdom. However, this is not limited to textbook knowledge.
  • To shape character and behavior. As mentioned, teachers help students acquire knowledge and this is not just what is included in the syllabus. Through this process, the character is shaped and behavior is molded.
  • Foster independence. Teachers help students to be strong and independent. One of the outcomes of effective education is independence and a strong foothold.
  • To motivate students. Teachers have the capability to fire intrinsic motivation in their students and this will help students to be successful in life. Here are some study tips that you can give your students:

>>Levels of teaching (Memory, Understanding, and Reflective),

Levels of Teaching

The Overall object of teaching is to build the overall personality of the learners and it evolves around the development of learner’s capability, thinking and change in the behavior of students.

Different level of Teaching

  • Memory Level of Teaching
  • Understanding the Level of Teaching
  • Reflective Level of Teaching

1.Memory Level

Memory level of teaching, as the name suggests, is a level of teaching where the objective is just to impart the textbook knowledge and make the students memorize it rather than going to the roots of it.

2.Understanding Level

Understanding level of teaching is a more thoughtful teaching process wherein the students connect with the concepts and as the name suggests, understand the subject matter.

3.Reflective level

The Reflective Level of teaching is also called the introspective level of teaching. This is considered the highest form of the teaching-learning process. This is primarily because the teaching does not stop after making the students understand the concept.

>>Characteristics, and basic requirements.

Nature and characteristic of Teaching

Teaching is a social and cultural process, which is planned in order to enable an individual to learn something in his life. We can describe the nature and characteristics of teaching in the following way:-

  • Teaching is a complete social process- Teaching is undertaken for society and by society. With ever-changing social ideas, it is not possible to describe the exact and permanent nature of teaching.
  • Teaching is giving information- Teaching tells students about the things they have to know and students cannot find out themselves. Communication of knowledge is an essential part of teaching.
  • Teaching is an interactive process- Teaching is an interactive process between the student and the teaching sources, which is essential for the guidance, progress, and development of students.
  • Teaching is a process of development and learning.
  • Teaching causes a change in behaviour.
  • Teaching is art as well as science.
  • Teaching is face to face encounter.
  • Teaching is observable, measurable and modifiable.
  • Teaching is a skilled occupation:- Every successful teacher is expected to know the general methods of teaching-learning situations.
  • Teaching facilitates learning
  • Teaching is both a conscious and an unconscious process.
  • Teaching is from memory level to reflective level.
  • Teaching is a continuum of training, conditioning, instruction, and indoctrination.

>>Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences.

CHARACTERISTICS OF ADOLESCENT LEARNERS

  1. Adolescence is a crucial and significant period.It extends from 12/13 years to 18/19 years
  2. Adolescence can be subdivided into two parts – i) Early adolescence (12/13 – 16/17 years) ii) Late adolescence (17 years to 18/19 years).
  3. It is the stage when boys and girls move from childhood to adulthood physically, mentally, emotionally and socially.
  4. It is a stage of gaining sexual maturity and a stage of attaining legal maturity.

Characteristics of young adolescent intellectual development include:

  • Moving from concrete to abstract thinking.
  • An intense curiosity and wide range of intellectual pursuit, few of which are sustained over the long term.
  • High achievement when challenged and engaged.
  • Prefers active over passive learning experiences.
  • Interest in interacting with peers during learning activities.
  • An ability to be self-reflective.
  • Demand the relevance in learning and what is being taught.
  • Developing the capacity to understand higher levels of humor, some of which may be misunderstood by adults to be sarcastic or even aggressive.

Characteristics of young adolescent social development include:

  • Modeling behavior after that of older students, not necessarily that of parents and other adults.
  • Experimenting with ways of talking and acting as part of searching for a social position with peers.
  • Exploring questions of racial and ethnic identity and seeking peers who share the same background.
  • Exploring questions of sexual identity in visible or invisible ways.
  • Feeling intimidated or frightened by the initial middle school experience.
  • Liking fads and being interested in popular culture.
  • Overreacting to ridicule, embarrassment, and rejection.
  • Seeking approval of peers and others with attention-getting behaviors.
  • As interpersonal skills are being developed, fluctuates between a demand for independence and a desire for guidance and direction

>>Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment, and Institution.

SUPPORTING MATERIAL

  •  Support material is very essential which affect teaching-learning process.
  • It is an important resource in teaching, support materials include textbooks, magazines, journals, periodicals, practice questions, teacher solution manual etc.
  • The support materials aim to support teachers and students in achieving the learning outcomes of any subject.

In effective learning, mostly we notice if these factors

  • more intensity of learning
  • more retention
  • Joyful learning
  • more scope of cognitive development.
  • self-directed learning
  • self-motivated learning.

Keeping the above in consideration, the following factors become automatically important.

  • Background knowledge of the learner.
  • Nature of learning material.
  • Motivation
  • Learning support.

Learner attitude affect teaching affect teaching-learning process in a number of ways.

  • Disturbing / Negative attitude of pupils interrupts the learning process. For creating a lively teaching environment, learner’s participative attitude is must.
  • Qualities and traits of learners such as their level of intelligence, attitude, motivation, learning style, aptitude, readiness to take risks, etc. can impact the way they learn.

>>Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.).

Teacher-Centered vs. Student-Centered Education [Pros & Cons]

Benefits of a Teacher-Centered Classroom

  • Order in the class! Students are quiet as the teacher exercises full control of the classroom and activities.
  • Being fully in control minimizes an instructor’s concern that students may be missing key material.
  • When a teacher takes full responsibility for educating a group of students, the class benefits from a focused approach to research, planning and preparation.
  • Teachers feel comfortable, confident and in charge of the classroom activities.
  • Students always know where to focus their attention — on the teacher.

Drawbacks of a Teacher-Centered Classroom

  • This method works best when the instructor can make the lesson interesting; absent this, students may get bored, their minds may wander and they may miss key information.
  • Students work alone, missing potential opportunities to share the process of discovery with their peers.
  • Collaboration, an essential and valuable skill in school and in life, is discouraged.
  • Students may have less opportunity to develop their communication and crucial-thinking skills.

Benefits of a Student-Centered Classroom

  • Education becomes a more shared experience between the instructor and the students, and between the students themselves.
  • Students build both collaboration and communication skills.
  • Students tend to be more interested in learning when they can interact with one another and participate actively in their own education.
  • Members of the class learn to work independently and to interact with others as part of the learning process.

Drawbacks of a Student-Centered Classroom

  • With students free to interact, the classroom space can feel noisy or chaotic.
  • Classroom management can become more of an issue for the teacher, possibly cutting into instructional activities.
  • With less focus on lectures, there can be a concern that some students may miss important information.
  • Though collaboration is considered beneficial, this approach may not feel ideal for students who prefer to work alone.

SWAYAM

  • Study Webs of Active Learning for Young Aspiring Minds (SWAYAM), was launched on July 9, 2017 by the Ministry of Human Resource Development to provide one integrated platform and portal for online courses.
  • This covers all higher education subjects and skill sector courses.
  • The objective is to ensure that every student in the country has access to the best quality higher education at the affordable cost.
  • Academicians from hundreds of institutions throughout the country are involved in developing & delivering Massive open online courses (MOOCs) through SWAYAM in almost all disciplines from senior schooling to Post Graduation.

SWAYAM Prabha

  • It is an initiative of the Ministry of Human Resources Development to provide 32 High Quality Educational Channels through DTH across the length and breadth of the country on 24X7 basis.
  • It has curriculum-based course content covering diverse disciplines.
  • This is primarily aimed at making quality learning resources accessible to remote areas where internet availability is still a challenge.
  • The DTH channels are using the GSAT-15 satellite for programme telecasts.

What is MOOC?
A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants (TAs). MOOCs are a recent and widely researched development in distance education which was first introduced in 2008 and emerged as a popular mode of learning in 2012. Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing resources. MOOCs use closed licenses for their course materials while maintaining free access students.

>>Teaching Support System: Traditional, Modern and ICT based.

(i) What are traditional teaching methods?

a. Meaning of Traditional Methods: Traditional teaching approach is ‘back to the basics’ methodology in teaching. It includes all the conventional methods of teaching that are used in the classroom for knowledge generation. In the field of education and epistemology, this can also be called as ‘chalk and talk’ method. Some of the features of traditional teaching methods are:

  • It is a teacher-centred approach, which means that this method sees the teacher as having an indisputable authority over knowledge.
  • It concentrates more on memorization and reinforcing techniques.
  • This sees learners as passive recipients of the learning activity.
  • The focus remains on syllabus completion and evaluation of learners through the traditional examination system.
  • The teachers evaluate the learners but there is no benchmark for evaluating teachers.
  • Usage of textbooks and blackboard is the norm.
  • Class management is all about maintaining discipline.
  • There is no emphasis on team-building, collaboration, and so on.
  • This is usually lecture-based.

(i) Merits of traditional teaching methods:

  • Lecture remains one of the most effective teaching methods when the group of learners is exceptionally huge.
  • Traditional teaching methods are easy to use given any group of learners.
  • They are economic in terms of money as well as time.
  • The teacher has a lot of authority over how the content is delivered and the amount of creativity involved.

(ii) Demerits of traditional teaching methods:

  • There is less involvement of learners.
  • There is less emphasis on the understanding of concepts.
  • Weak learners suffer the most as they don’t feel motivated.
  • Evaluation of learners based on traditional teaching methods can sometimes be faulty.
  • There is less incentive among teachers for reflection.

(ii) What are the modern teaching methods?

a. Meaning of Modern Teaching Methods: Modern teaching methods are more learner-centred methods used in the classroom (such as peer-assisted learning, brainstorming, group discussion etc.). Modern teaching methods also include ICT enabled learning techniques through the use of computers, overhead projectors, videos, documentaries, whiteboards, etc. ICT enabled learning also incorporates mobile and internet-based learning methods. Some of the features of modern teaching methods are:

  • Modern teaching methods are student-friendly as they require their active participation.
  • Modern teaching methods require good execution and definite goals.
  • Modern teaching methods highly depend on information and communication technologies.
  • They are collaborative and require initiative.
  • Knowledge is constructed rather than delivered.
  • Modern teaching methods have more scope for creativity, flexibility, and reliability.

(i) Merits of modern teaching methods:

  • They are learner-centred techniques.
  • More content can be covered in lesser time.
  • Modern teaching methods are fun and interactive way of learning.
  • There is more scope for using audio-video teaching aids such as documentaries, YouTube videos, online lectures, MOOCs, educational games, educational mobile applications etc.
  • It is not a mechanical way of teaching as students, as well as teachers, participate in knowledge construction.
  • Modern teaching methods also help in self-evaluation.

(ii) Demerits of modern teaching methods:

  • Since teaching becomes more dynamic, teachers need to learn and relearn new skills.
  • There is too much reliance on technology which reduces the authority of teachers.
  • It requires huge investment of money, time and effort.
  • Some modern teaching methods are exclusionary in nature.
  • The teacher-student relationship suffers as there is less time to develop bonding with the students.

(iii) Which teaching methods are better- Traditional or Modern?

  • With digital advancement, it rather appears that traditional teaching methods would become a passé. However, this is not entirely true. A teaching support system helps teachers to build their capacity where both the methods can be used in combination.
  • While mobile learning and e-learning are the buzzwords, there is no doubt that they can completely replace traditional ways of teaching. For developing critical thinking, the attitude of reflection and inquiry, lecture and dialogue methods play a significant role. At the same time, to keep pace with the ever-changing world and knowledge about the world, ICTs have played a significant role.
  • Teaching support system assists and guides teachers to use the best possible combination of methods to teach topics of relevance.
  • With all the resources at hand, teachers should become learners sometimes. Likewise, learners should become the teachers sometimes by engaging in self-learning.

>>Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer-based testing, Innovations in evaluation systems.

A) Placement Evaluation
  • It determines the knowledge and skills of the student possesses.
  • Done at the beginning of the instruction in a given subject area.
  • The main purpose is to check the aptitude of a candidate for the course or subject, whether the candidate has a caliber or not. Example: Entrance Exams.
  • This is also done to see the knowledge base of students and a teacher can start discussion keeping that in view.
B) Prognostic Evaluation
  • Aims to predict the possible degree of success in a specific subject area.
  • It helps to gather evidence related to conceptual understanding and other prerequisites still that are significant for success in that powered.
C) Formative Evaluation
  • Also called internal evaluation.
  • Used in the improvement of educational programs.
  • Used for judging the worth of a program while the program activities are in progress.
  • Done continuously throughout the course period.
  • It focuses on the process.
  • Quick feedback ( check students position regarding here success or failure on attaining the instructional objectives)
  • The teacher acts as a coach.
  • Improving understating and performance over a short period of time.
  • It also defines the specific errors that need to be corrected.
  • For teachers, formative evaluation provides information for making instructions and remedies more effective.
  • Formative evaluation is informal nature.
  • The formative evaluation also provides the teacher feedback regarding the efficiency of teaching methods, so that the teaching can be improved.
D) Diagnostic Evaluation
  • Closely related to formative evaluation.
  • It tries to provide an explanation for the possible causes of problems in learning.
  • These tests are more comprehensive and detailed.

E) Summative Evaluation / External Evaluation

  • Done at the end of the course/program.
  • It involves formal testing of students; Example, annual exams, half-yearly exams in schools
  • The focus is on the outcome.
  • It includes oral reports, projects, term papers, and team-teaching achievement tests.
  • is shows how good or how satisfactory the student is in accomplishing the objectivity of instruction.

F) Portfolio assessment / Evaluation

  • It takes place over a long period of time.
  • The project, written assignments, tests, etc. are the tools of this assessment.
  • Feedback to the learner is more formal and also provides opportunities for learners to re-demonstrate their understanding after the feedback has been understood and acted upon.

Nta Ugc Net Paper 1 Teaching Aptitude  Study Material 

Topic #1 – Nta Ugc Net Paper 1 Teaching Aptitude Click Here For Complete Pdf Notes

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Nta Ugc Net Paper 1 Teaching Aptitude Books

NTA UGC NET/SET/JRF : Teaching & Research Aptitude Paper 1|Fourth Edition|BY Pearson Paperback – 15 March 2020. Ugc Net की तैयारी के लिए KVS Madan की book बहुत popular है. ये दोनों book भी अच्छी है. आप पेपर 1 की तैयारी के लिए इसको खरीद सकते है.

  • NTA UGC NET/SET/JRF : Teaching & Research Aptitude Paper 1|Fourth Edition|BY Pearson Paperback – 15 March 2020

    Ugc Net की तैयारी के लिए KVS Madan की book बहुत popular है. ये दोनों book भी अच्छी है. आप पेपर 1 की तैयारी के लिए इसको खरीद सकते है.

  • NTA UGC NET/SET/JRF: Sikshan Evam Shodh Abhiyogyata| Samanya Paper 1 |Third Edition | By Pearson (Hindi) Paperback – 13 March 2020

     

Nta Ugc Net Paper 1 Teaching Aptitude Previous Questions

Nta Ugc Net Paper 1 Teaching Aptitude Most Repeated Questions-Topics Wise

What is Teaching -Concept, Objectives, Characteristics

  1. Assertion (A) : Learning is a life long process.

Reason (R) : Learning to be useful must be linked with life processes

Choose the correct answer from the following code:

  1. Both (A) and (R) are true and (R) is the correct explanation of (A).
  2. Both (A) and (R) are true, but (R) is not the correct explanation of (A).
  3. (A) is true, but (R) is false.
  4. (A) is false, but (R) is true.
Answer : (1)
  1. Which of the following set of statements best represents the nature and objective of teaching and learning ?

(a) Teaching is like selling and learning is like buying.

(b) Teaching is a social act while learning is a personal act.

(c) Teaching implies learning whereas learning does not imply teaching.

(d) Teaching is a kind of delivery of knowledge while learning is like receiving it.

(e) Teaching is an interaction and is triadic in nature whereas learning is an active engagement is a subject domain.

Code: 

  1. (a), (d) and (c)
  2. (b), (c) and (e)
  3. (a), (b) and (c)
  4. (a), (b) and (d)
Answer : (2)
  1. Assertion (A) : All teaching implies learning.

Reason (R) : Learning to be useful must be derived from teaching.

Choose the correct answer from the following :

  1. Both (A) and (R) are true and (R) is the correct explanation of (A).
  2. Both (A) and (R) are true, but (R) is not the correct explanation of (A).
  3. (A) is true, but (R) is false.
  4. (A) is false, but (R) is true.
Answer : (3)

 

Blooms Taxonomy, CONE OF EXPE, Teaching Level

  1. Which of the learning outcomes are intended in teaching organized at understanding level?
  1. Longer recall and retention of facts
  2. Seeking of relationships and patterns among facts
  3. Creative construction and critical interpretation of ideas
  4. Mastery of facts and information
Ans. 2

Q.9 Identify the features of understanding level teaching from the following

  1. The teacher takes the initiative in organizing subject matter, in structuring the various units and in controlling the practice taken up by students
  2. It is basically devoted to helping students in seeing relationships and tool use of a fact.
  3. It is directed at problem rising and problem- solving in a collaborative manner
  4. It is aimed at the conceptualization of ideas and facts
  5. The purpose is to promote autonomy in the learning process through self-regulation

Choose the correct answer from the options given below

  1. A and B only
  2. B and D only
  3. C and D only
  4. D and E only
Ans:2

Q-2 According to Bloom’s traditional taxonomy, the highest level of learning in cognitive domain is :

Options:-

  1. Comprehension
  2. Analysis
  3. Evaluation
  4. Application
Ans:3

Q.22 Which of the following teacher competency belongs to the domain of personality and attitude ?

(1) Locus of control and self -efficiency 

(2) Managing and monitoring 

(3) Planning and instructing  

(4) Personalising and contextualizing 

Ans:1

Teaching and Learning, Characteristics of Adolescent and Adult Learners

  1. Below are listed some learners’ characteristics. Identify those that help in effective teaching.

(a) Learners’ respect for teacher

(b) Learner’s level of mental ability

(Cc) Learner’s previous experiences

(d) Learner’s level of interest to study

(e) Learner’s level of interpersonal relation

(f) Learner’s view about the society

 

Select your answer from the options given below-

(1) (a), (b),(c) and (f)

 (2) (c), (d), (e) and (f)

(3) (a), (b), (c) and (d) 

(4)  (b), (c), (d) and (f)

Ans: 4
  1. Which of the following set of statements best describes the nature and objectives of teaching ?

Indicate your answer by selecting from the code.

  1. Teaching and learning are integrally related.
  2. There is no difference between teaching and training.
  3. Concern of all teaching is to ensure some kind of transformation in students.
  4. All good teaching is formal in nature.
  5. A teacher is a senior person.
  6. Teaching is a social act whereas learning is a personal act.

Code :

  1. (a), (b) and (d) 
  2. (b), (c) and (e)
  3. (a), (c) and (f)
  4. (d), (e) and (f)
ANSWER : (3)
  1. Which of the following set of statements best represents the nature and objective of teaching and learning ?

(a) Teaching is like selling and learning is like buying.

(b) Teaching is a social act while learning is a personal act.

(c) Teaching implies learning whereas learning does not imply teaching.

(d) Teaching is a kind of delivery of knowledge while learning is like receiving it.

(e) Teaching is an interaction and is triadic in nature whereas learning is an active engagement is a subject domain.

Code: 

  1. (a), (d) and (c)
  2. (b), (c) and (e)
  3. (a), (b) and (c)
  4. (a), (b) and (d)
Answer : (2)

 

Methods Of Teaching (Teacher Vs. Learner )

  1. Which one of the following is the best method of teaching ?

(A) Lecture method

(B) Discussion method

(C) Demonstration method

(D) Question-Answer method

Answer: (C)
  1. In which teaching method learner’s participation is made optimal and proactive?

(1) Discussion method

(2) Buzz session method

(3) Brainstorming session method

(4) Project method

Answer : (4)
  1. Below is given a list of teaching methods and approaches. Which among them are individualized approach?

(a) Demonstration method

(b) Modular approach based teaching

(c) Programmed learning

(d) Personalized teaching

(e) Collaborative method

Select your answer :

(1) (a), (b) and (c) 

(2)  (b), (c) and (d)

(3) (c), (d) and (e) 

(4) (a), (d) and (e)

Ans: 2

Teaching In Higher Education

13.From the following list of methods of teaching used in institutions of higher learning . identify those which are learner – centred

  1. Project work 
  2. Chalk and talk 
  3. Lecturing with audio – visual
  4. Computer – aided instruction
  5. Simulation and role playing

Choose the correct answer 

  1. B, C and only
  2. D and E only
  3. A,B and C only
  4. C,D, and E only
Ans:2

Q.15 Given below are two statements

Statement I : Tutorials, group discussions and question -answer sessions are dialogic and are part of direct teaching methods.

Statement II : Project work, Laboratory work, Simulation and role playing are action based and are part of indirect teaching methods.

In the light of the above statements, choose the most appropriate answer from the options given below

(1) Both statement I and Statement II are correct

(2) Both statement I and Statement II are incorrect

(3) Statement I is correct but statement II is incorrect

(4) Statement I is incorrect but statement II is correct

Ans:1
  1. The main purpose of using ICT for classroom teaching is to

(a) Make the classroom instructions interesting

(b) Divert students’ attention in the class

(c) Keep students engaged in the class

(d) Optimize learning outcomes of teaching

Ans. 4

 

Teaching Aptitude Evaluation System 

  1. Which one of the following types of evaluation assesses the learning progress to provide continuous feedback to both teachers and students during instruction?

(A) Placement evaluation

(B) Formative evaluation

(C) Diagnostic evaluation

(D) Summative

Answer: (B)
  1. Diagnostic evaluation ascertains

(A) Students performance at the beginning of instructions.

(B) Learning progress and failures during instructions.

(C) Degree of achievement of instructions at the end.

(D) Causes and remedies of persistent learning problems during instructions. 

ANSWER : (D)
  1. What is the main objective of formative evaluation?

(1) To promote students to the next class 

 (2) To enhance students’ learning

(3) To enhance co-operation in class 

(4) To understand the learning difficulties

Ans: 2

Nta Ugc Net Paper 1 Teaching Aptitude Questions And Answers Pdf 

 

Nta Ugc Net Paper 1 Teaching Aptitude – 2012 To 2020 All Shift Questions

 

Nta Ugc Net Teaching Aptitude Complete Course Videos

Important Videos For Nta Ugc Net Paper 1 Teaching Aptitude

Teaching Aptitude Ugc Net Unacademy

Complete Course on Paper I through PYQs- Talvir Singh

In this course, Talvir Singh will cover the syllabus for Paper 1 with PYQs. All the topics will be discussed in detail and will be helpful for all aspirants preparing for the NTA UGC-NET exam. Learners at any stage will be benefited from the course. The course will be conducted in Hindi and the notes will be provided in English.

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Detailed Course on Teaching Aptitude

In this course, Aditi Vinod Arya will provide in-depth knowledge of the Teaching Aptitude. The course will be helpful for aspirants preparing for NTA-UGC-NET & SET Exams. Learners at any stage of their preparation will be benefited from the course. All doubts related to the topic will be clarified during the doubt clearing sessions in the course. The course will be covered in Hindi and the notes will be provided in English & Hindi.

https://unacademy.com/course/detailed-course-on-teaching-aptitude/QVYNOT7U

UnAcademy Teaching Aptitude-Most Expected-Repeated Questions #1

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https://unacademy.com/class/teaching-aptitude-most-expected-repeated-questions-9/FJQVNICR

UnAcademy Teaching Aptitude-Most Expected-Repeated Questions #2

https://unacademy.com/class/teaching-aptitude-most-expected-repeated-questions-8/TNOU34KF

UnAcademy Teaching Aptitude-Most Expected-Repeated Questions #3

https://unacademy.com/class/teaching-aptitude-most-expected-repeated-questions-7/ULA9XTGP

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