UGC NET PAPER 1 · UNIT 01 · REVISION
Teaching Aptitude Rapid-Recall Sheet
Each line is a typical direct-recall item. Use it in the last days of revision, after you have read the topics and the exam traps.
- 76 high-yield facts
- One page
- Type to filter
High-yield facts
| Item | Key fact |
|---|---|
| Teaching | System of actions to induce learning (Smith). Three phases (Jackson). Levels: memory (Herbart) < understanding (Morrison) < reflective (Hunt) |
| Bloom 2001 | Remember, Understand, Apply, Analyse, Evaluate, Create |
| Affective | Receiving, Responding, Valuing, Organisation, Characterisation |
| Piaget | Sensorimotor, Preoperational, Concrete operational, Formal operational |
| Vygotsky | ZPD, MKO, scaffolding |
| Maslow | Physiological to self-actualisation |
| Methods | Lecture (large group, memory), demonstration (skills), discussion and seminar (thinking), project (Kilpatrick), heuristic (Armstrong), programmed (Skinner, Crowder), microteaching (Allen, 1963), cooperative (Jigsaw) |
| Flanders | 1 to 4 indirect, 5 to 7 direct, 8 to 9 student talk, 10 silence |
| Dale | Concrete (bottom) to abstract (top); verbal symbols at the apex |
| SWAYAM | 2017; four quadrants; free; proctored exam; credit transfer up to 40 percent |
| SWAYAMPRABHA | 32 DTH channels, 24x7 |
| MOOC | 2008; cMOOC (Siemens and Downes) vs xMOOC |
| CBCS | Core, DSE, GE, AECC, SEC; 1 credit = 1 hour lecture or 2 hours practical; O = 10 to P = 4; SGPA weighted by credits |
| NEP 2020 | 5+3+3+4; GER 50 percent by 2035; multiple entry and exit 1-2-3-4; ABC |
| Evaluation | Formative (Scriven) vs summative; norm vs criterion (Glaser); validity first, then reliability; CAT adapts to the candidate; percentile = share of candidates scored below |
| B. O. Smith | Teaching = system of actions |
| Gage | Interpersonal influence |
| Morrison | Intimate contact; understanding level; five-step mastery cycle |
| Herbart | Memory level; five formal steps |
| Hunt | Reflective level |
| Jackson | Three phases of teaching |
| Bloom | Taxonomy (cognitive 1956) |
| Anderson and Krathwohl | Revised taxonomy (2001) |
| Krathwohl | Affective domain |
| Dave, Simpson, Harrow | Psychomotor |
| Tyler | Objectives-centred curriculum |
| Mager | Behavioural objectives |
| Piaget | Four stages |
| Vygotsky | ZPD |
| Bruner | Spiral curriculum, scaffolding term, discovery |
| Ausubel | Advance organisers, prior knowledge |
| Gagne | Nine events |
| Skinner | Operant conditioning, linear programming |
| Thorndike | Laws of learning |
| Pavlov | Classical conditioning |
| Bandura | Self-efficacy, observational learning |
| Maslow | Hierarchy of needs |
| Rogers | Humanistic learner-centred education |
| Kolb | Experiential cycle |
| Gardner | Multiple intelligences |
| Knowles | Andragogy |
| Flavell | Metacognition |
| Rotter | Locus of control |
| Erikson | Psychosocial stages |
| Kohlberg | Moral development |
| Dewey | Reflective thinking, learning by doing, school as miniature society, pragmatism |
| Kilpatrick | Project method |
| Froebel | Kindergarten |
| Montessori | Didactic materials |
| Rousseau | Emile, negative education |
| Pestalozzi | Harmonious development |
| Armstrong | Heuristic method |
| Parkhurst | Dalton plan |
| Osborn | Brainstorming |
| Aronson | Jigsaw |
| Dwight Allen | Microteaching |
| Flanders | Interaction analysis |
| Rosenthal and Jacobson | Pygmalion effect |
| Edgar Dale | Cone of experience |
| Scriven | Formative evaluation |
| Glaser | Criterion-referenced testing |
| Teaching vs instruction | Teaching is broader (includes attitudes and values); instruction focuses on knowledge and skills |
| Teaching vs indoctrination | Teaching respects reason; indoctrination bypasses it |
| Aim vs objective | Aim is general and long-term; objective is specific and observable |
| Assimilation vs accommodation | Fitting new information into an existing schema vs changing the schema |
| Piaget vs Vygotsky | Individual vs social; development precedes learning vs learning leads development |
| Self-efficacy vs locus of control | Belief in one’s ability vs belief about what causes outcomes |
| Seminar vs symposium vs panel | Paper-and-discussion; several experts on aspects of one theme; experts discussing in front of an audience |
| Linear vs branching programme | One fixed path with small steps (Skinner) vs response-dependent path (Crowder) |
| Formative vs summative; diagnostic vs formative | During vs end; diagnostic digs into causes |
| Norm-referenced vs criterion-referenced | Compared with peers vs compared with a standard |
| Validity vs reliability | Accuracy of what is measured vs consistency of scores |
| CBT vs CAT | Test delivered by computer vs test whose difficulty adapts to the candidate |
| SWAYAM vs SWAYAMPRABHA | Internet-based MOOC platform with certification vs DTH television channels without certification |
| cMOOC vs xMOOC | Connectivist, network-based vs institution-led, content-based |
| Dale’s cone vs retention pyramid | Concreteness-abstraction spectrum vs a myth about retention percentages |
Where each fact is explained
Open the topic for the concept behind any line you cannot recall.
- 1 Education and Teaching: Meaning, Nature and Requirements
- 2 Objectives of Teaching and Bloom's Taxonomy
- 3 Levels of Teaching
- 4 Learner Characteristics
- 5 Factors Affecting Teaching
- 6 Methods of Teaching
- 7 Teaching Support Systems, Aids, MOOCs and SWAYAM
- 8 Higher Education Reforms: CBCS, Credits, Grading and NEP 2020
- 9 Evaluation Systems and Computer-Based Testing
- 10 Integration, Comparisons and Exam Strategy
← Chapter overviewPractise MCQs →
Last updated: .