UGC NET Paper I – Teaching Aptitude

Introduction to Teaching

Introduction
Imagine entering a classroom for the first time as a teacher.
You have excellent subject knowledge. However, if you cannot explain the topic clearly,
motivate students, answer their questions, or check whether they have understood, can
you be called an effective teacher?
The answer is No.
Teaching is much more than speaking in front of a class. It is a planned, purposeful, and
interactive process through which a teacher helps learners acquire knowledge, skills,
values, and desirable attitudes.

What is Teaching?
Meaning
The word Teaching means helping another person to learn, understand, think, develop
skills, and bring about positive behavioral change.
In simple words,
Teaching is the process of facilitating learning.
A teacher does not merely provide information; rather, the teacher creates situations in
which learning becomes meaningful.

Simple Classroom Example

Suppose a teacher wants to teach Photosynthesis.
Poor Teaching
Teacher reads the textbook for 30 minutes.
Students listen silently.
Result:
Most students forget the topic.
Effective Teaching
Teacher
• Shows a green plant.
• Takes students outside the classroom.
• Asks why leaves are green.
• Explains the process using a diagram.
• Plays a short animation.
• Conducts a small activity.
Result:
Students understand and remember the concept.
This is effective teaching.

Definitions of Teaching
Different educationists have defined teaching from different perspectives.
1. Edmund Amidon
Teaching is an interactive process involving classroom talk between teacher and students.
Meaning
Teaching is based on communication and interaction.

2. B. O. Smith
Teaching is a system of actions intended to produce learning.
Meaning
Every action performed by the teacher should help students learn.

3. N. L. Gage
Teaching is a form of interpersonal influence aimed at changing the behaviour of
learners.
Meaning
Teaching brings about desirable changes in learners.

4. John Dewey
According to Dewey,
Teaching should encourage learning through experience.
Students learn best by doing.

Nature of Teaching

The nature of teaching explains what teaching really is.

1. Teaching is Goal-Oriented
Every teaching activity has a specific objective.
Example
A Mathematics teacher plans that by the end of the class students should solve quadratic
equations independently.
2. Teaching is Planned
Teaching follows a lesson plan.
It includes
• Objectives
• Content
• Teaching methods
• Teaching aids
• Evaluation

3. Teaching is Interactive
Teaching requires interaction between
Teacher ↔ Student
Student ↔ Student
Student ↔ Learning Material

4. Teaching is Dynamic
Teaching changes according to
• Students' needs
• Classroom situation
• Learning speed
• Feedback
Example
If students cannot understand a concept through lecture, the teacher may switch to a
demonstration.

5. Teaching is Continuous
Teaching does not end after delivering a lecture.
It includes
Teaching
↓
Practice
↓
Assessment
↓
Feedback
↓
Improvement
6. Teaching Brings Behavioural Change
The ultimate objective is to bring desirable changes in
• Knowledge
• Skills
• Attitude
• Behaviour
• Values

7. Teaching is Both Science and Art

Science
Because it follows
• Principles
• Research
• Psychology
• Educational theories
Art
Because it requires
• Creativity
• Communication
• Classroom management
• Motivation

Characteristics of Teaching

An effective teaching process has the following characteristics.

1. Goal-Oriented
Teaching always aims to achieve learning objectives.

2. Learner-Centred
Modern teaching focuses on learners rather than only the teacher.

3. Interactive
Students actively participate.

4. Continuous
Teaching, learning, evaluation, and feedback continue throughout the educational
process.
5. Flexible
Teachers modify teaching methods according to classroom situations.

6. Motivational
Teaching should inspire students to learn.

7. Developmental
Teaching develops
• Cognitive abilities
• Emotional maturity
• Social behaviour
• Moral values

G – Goal-oriented
L – Learner-centred
I – Interactive
F – Flexible
M – Motivational
D – Developmental
C – Continuous

Components of Teaching
Teaching mainly consists of three components.
Teacher
↓
Teaching–Learning Process
↓
Student

Component 1: Teacher
The teacher
• Plans
• Guides
• Motivates
• Evaluates
Example
The teacher explains Newton's Laws using real-life situations.
Component 2: Learner
The learner
• Receives information
• Participates
• Practices
• Applies knowledge
Example
Students solve numerical problems after understanding the concept.

Component 3: Learning Environment

Includes
• Classroom
• Library
• Laboratory
• Smart Board
• Digital resources
• Educational technology
A positive environment improves learning.

Functions of Teaching
Teaching performs several important functions.

1. Providing Knowledge
Teachers help students acquire knowledge.
Example
Teaching the Constitution of India.

2. Developing Skills
Teaching develops practical skills.
Example
Computer programming.

3. Developing Attitude
Teaching encourages
• Honesty
• Discipline
• Cooperation
• Respect
4. Developing Thinking Ability
Students learn to
• Analyse
• Compare
• Evaluate
• Solve problems

5. Social Development
Teaching develops
• Teamwork
• Leadership
• Communication

6. Personality Development
Teaching builds
• Confidence
• Responsibility
• Creativity

7. Preparing Responsible Citizens

Education prepares learners to contribute positively to society.

Teaching as a Process
Teaching is a systematic process with different stages.
Planning
↓
Teaching
↓
Interaction
↓
Learning
↓
Evaluation
↓
Feedback
↓
Improvement
Stage 1: Planning
Teacher prepares
• Objectives
• Lesson Plan
• Teaching aids
• Activities

Stage 2: Presentation
Teacher explains the lesson.

Stage 3: Interaction
Students ask questions.
Teacher clarifies doubts.

Stage 4: Learning
Students understand and practise concepts.

Stage 5: Evaluation
Teacher checks whether learning objectives have been achieved.
Methods
• Quiz
• Assignment
• Oral questions
• Practical work

Stage 6: Feedback
Teacher provides suggestions for improvement.

Teaching vs Learning
Teaching Learning
Done by teacher Done by learner
Guides the learner Acquires knowledge
Planned activity Behavioural change
Provides direction Gains experience
Facilitates learning Achieves learning outcomes

***********
 Dynamic Nature of Teaching

Introduction
Suppose you enter a classroom to teach "Communication Skills."
You begin with a lecture. After 15 minutes, you notice that many students are looking
confused.
What should you do?
Should you continue the lecture?
No.
An effective teacher immediately changes the teaching strategy. Instead of continuing the
lecture, the teacher may:
• Use a PowerPoint presentation.
• Show a short video.
• Conduct a role play.
• Demonstrate a communication activity.
• Ask students to participate in a discussion.
This ability to modify teaching according to the classroom situation is called Dynamic
Teaching.

Dynamic Teaching (गतिशील शशक्षण)

Meaning
The word Dynamic means active, flexible, and continuously changing.
Dynamic Teaching refers to a teaching process in which the teacher modifies teaching
methods according to the learners' needs, classroom situations, and learning outcomes.
Simple Definition
Dynamic Teaching is a flexible teaching process in which the teacher continuously adapts
instructional strategies according to students' responses and learning needs.

Characteristics of Dynamic Teaching

• Flexible
• Learner-centred
• Interactive
• Goal-oriented
• Activity-based
• Continuous feedback
• Problem-solving approach
• Uses different teaching methods
Classroom Example
A teacher is teaching Photosynthesis.
Situation 1
Teacher explains using a lecture.
Most students appear confused.
Dynamic Response
The teacher immediately:
• Draws a diagram.
• Shows a leaf.
• Plays a short animation.
• Asks students to identify green plants in the classroom.
Students understand the concept.
This is Dynamic Teaching.

Why is Dynamic Teaching Important?

Every learner is different.
Some students learn by:
• Listening
• Seeing
• Reading
• Doing
• Discussing
Therefore, one teaching method cannot suit every learner.

Teaching as a Complex Whole (समग्र प्रक्रिया के रूप में शशक्षण)

Meaning
Teaching is not a single activity. It is a combination of many interconnected elements
working together to achieve learning objectives.
Teaching involves:
• Teacher
• Learner
• Content
• Teaching methods
• Learning environment
• Teaching aids
• Evaluation
• Feedback
If any one of these elements is weak, the effectiveness of teaching decreases.

TEACHING
│
┌──────────┬──────────┬──────────┐
│ │ │ │
Teacher Learner Content Environment
│ │ │ │
Teaching Method Teaching Aids
│
Evaluation
│
Feedback
│
Improved Teaching

Classroom Example
A science teacher plans an experiment.
To make the class successful, the teacher needs:
✔ Subject knowledge
✔ Laboratory
✔ Chemicals
✔ Students' participation
✔ Proper explanation
✔ Safety precautions
✔ Evaluation
All these together make teaching a Complex Whole.

Teaching Visualizes Change in Behaviour

(व्यवहार पररवर्तन के रूप में शिक्षण)
Meaning
The ultimate aim of teaching is to bring desirable behavioural change in learners.
Behaviour includes:
• Knowledge
• Skills
• Attitudes
 • Habits
• Values
• Interests
If there is no positive change after teaching, effective learning has not taken place.

Types of Behavioural Change

Cognitive Change
Improvement in knowledge and understanding.
Example:
A student understands the causes of climate change.

Affective Change
Improvement in attitudes, emotions, and values.
Example:
A student develops respect for environmental conservation.

Psychomotor Change
Development of physical or practical skills.
Example:
A student learns to use a microscope correctly.

Classroom Example
Before the lesson:
A student throws plastic waste on the ground.
After the lesson on environmental awareness:
The same student starts using dustbins and encourages friends to keep the campus clean.
This is a positive behavioural change achieved through teaching.

Variables in Teaching
Teaching is influenced by several variables.
These variables affect the success of the teaching-learning process.
There are three major types:
1. Independent Variables
2. Dependent Variables
3. Mediating (Intervening) Variables
Independent Variables (स्विंत्र चर)
Meaning
An Independent Variable is the factor that influences or controls the teaching-learning
process.
In most classroom situations, the teacher acts as the independent variable because the
teacher decides:
• Objectives
• Teaching methods
• Learning activities
• Evaluation techniques

Characteristics
• Controlled by the teacher.
• Initiates the teaching process.
• Influences students' learning.

Classroom Example
A teacher decides to use:
• Group Discussion
• PowerPoint Presentation
• Demonstration
The teacher's decision is the Independent Variable.

Dependent Variables (आश्रिि चर)

Meaning
A Dependent Variable is the outcome or result of teaching.
It depends on how effectively teaching has been conducted.
Examples include:
• Learning achievement
• Knowledge gained
• Skills developed
• Behavioural change
• Academic performance

Classroom Example
After a mathematics lesson:
Students score 90% in the test.
The students' achievement is the Dependent Variable because it depends on the quality of
teaching.

Mediating (Intervening) Variables

(मध्यस्थ चर)
Meaning
These are factors that influence the relationship between teaching and learning.
They are not directly controlled by the teacher but affect learning outcomes.

Examples
Student-related Factors
• Intelligence
• Motivation
• Interest
• Prior knowledge
• Health
• Emotional state
Environment-related Factors
• Classroom atmosphere
• Family background
• Peer group
• Noise
• Technology availability

Classroom Example
The teacher explains a lesson very well.
Student A understands immediately.
Student B struggles because he missed the previous class.
The difference is due to prior knowledge, an intervening variable.

Relationship Among Variables

Independent Variable
(Teacher)
↓
Teaching Process
↓
Mediating Variables
(Motivation, Intelligence,
Interest, Environment)
↓
Dependent Variable
(Student Learning &
Behavioral Change)

Real Classroom Case Study

A teacher enters a classroom to teach Photosynthesis.
Step 1
The teacher starts with a lecture.
Step 2
Students appear confused.
Step 3
The teacher changes the strategy.
• Shows a plant.
• Uses a chart.
• Plays a short animation.
• Conducts a demonstration.
Step 4
Students answer questions correctly.
Analysis
Variable Example
Independent Variable Teacher changes the teaching method
Mediating Variable Students' interest and prior knowledge
Dependent Variable Improved understanding and correct answers

Comparison of Variables
Independent
Feature Mediating Variable Dependent Variable
Variable
Meaning Controls teaching Influences learning Result of teaching
Controlled
Teacher Student & Environment Depends on teaching
By
Teaching method, Motivation, intelligence, Learning, achievement,
Examples
lesson plan prior knowledge behavioural change

Important Examination Facts

• Teaching is a dynamic process, not a static activity.
 • Effective teaching requires continuous adaptation.
• The teacher is generally treated as the Independent Variable.
• Student learning is the Dependent Variable.
• Motivation, intelligence, prior knowledge, and classroom environment are
Mediating Variables.
• The primary aim of teaching is desirable behavioural change.

Previous Year Type MCQs

Q1. Dynamic teaching refers to:
A. Rigid teaching methods
B. Changing teaching methods according to students' needs
C. Only lecture method
D. Memorization
Answer: B

Q2. Which of the following is generally considered the Independent Variable in

teaching?
A. Student achievement
B. Teacher
C. Examination
D. Textbook
Answer: B

Q3. Which variable represents the learning outcome?

A. Independent Variable
B. Mediating Variable
C. Dependent Variable
D. Environmental Variable
Answer: C

Q4. Motivation and intelligence are examples of:

A. Independent Variables
B. Dependent Variables
C. Mediating Variables
D. Instructional Variables
Answer: C

I→M→D
I = Independent Variable → Teacher (Initiates teaching)
M = Mediating Variable → Motivation, Intelligence, Interest (Modifies learning)
D = Dependent Variable → Development of Learning (Outcome)
Remember: Teacher teaches → Student factors influence → Learning develops.

Lecture Summary
• Dynamic Teaching means adapting teaching methods according to learners' needs.
• Teaching as a Complex Whole involves the teacher, learner, content, methods,
environment, and evaluation working together.
• Teaching Visualizes Change in Behaviour by developing learners' knowledge, skills,
attitudes, and values.
• Independent Variable is usually the teacher, who plans and controls instruction.
• Dependent Variable is the student's learning and behavioural change.
• Mediating Variables such as motivation, intelligence, prior knowledge, and
classroom environment influence the effectiveness of teaching.

********
 Forms of Teaching

Introduction
Imagine a classroom where a teacher enters, delivers a one-hour lecture, and leaves
without asking a single question. Students simply listen and take notes.
Now imagine another classroom where the teacher asks questions, students discuss ideas
in groups, use a smart board, search information online, and present their findings.
Which classroom is more interactive?
Obviously, the second one.
These examples show that teaching has evolved from a simple interaction between
teacher and student to a broader process involving technology and the learning
environment.

Forms of Teaching
Teaching can be understood in different forms depending on:
• Number of participants
• Nature of interaction
• Role of technology
• Planning of instruction
The major forms are:
1. Bipolar Process
2. Tripolar Process
3. Quadripolar Process
4. Vertical Teaching
5. Horizontal Teaching
6. Planned Teaching
7. Unplanned Teaching

1. Teaching as a Bipolar Process

(द्ववध्रुवीय प्रक्रिया)
Meaning
The term Bipolar means two poles.
Teaching is called a bipolar process because it mainly involves two persons:
• Teacher
• Learner
Learning takes place through interaction between these two.
Diagram
Teacher ⟷ Learner

Characteristics
• Two-way interaction
• Teacher teaches
• Student learns
• Direct communication
• Classroom-based learning

Classroom Example
A teacher explains the concept of Democracy.
Students listen, ask questions, and receive answers.
Only two participants are directly involved.
This is a Bipolar Process.

Advantages
• Direct communication
• Easy to manage
• Immediate feedback
• Better understanding

Limitations
• Ignores the role of curriculum.
• Limited use of technology.
• Less emphasis on learning resources.

2. Teaching as a Tripolar Process

(त्रिध्रुवीय प्रक्रिया)
Meaning
The term Tripolar means three poles.
Teaching includes:
• Teacher
• Learner
• Curriculum (Content/Objectives)
Diagram
Curriculum
▲
│
Teacher ───── Learner

Why Curriculum?
Modern education is not based only on teacher and student.
Teaching is guided by:
• Syllabus
• Learning objectives
• Learning outcomes
• Course content
Therefore, curriculum becomes the third important component.

Classroom Example
A teacher prepares a lesson on Environmental Pollution.
Before entering the classroom, the teacher studies:
• Learning objectives
• NCERT syllabus
• Teaching materials
Teaching is guided by the curriculum.
Hence, this is Tripolar Teaching.

Characteristics
• Teacher
• Learner
• Curriculum
All three interact continuously.

Advantages
• Goal-oriented
• Planned
• Systematic
• Curriculum-based
3. Teaching as a Quadripolar Process
(चर्ध्र
ु वुत ीय प्रक्रिया)
Meaning
Quadripolar means four poles.
Teaching involves:
• Teacher
• Learner
• Curriculum
• Technology / Learning Environment / Evaluation (depending on educational
context)
In modern education, technology plays a vital role.

Diagram
Curriculum
▲
│
Teacher ─── Learner
│ │
└── Technology ──┘

Classroom Example
A teacher conducts an online class using:
• Smart Board
• PowerPoint
• Google Classroom
• Quiz App
• Video demonstration
Teaching now involves technology in addition to teacher, learner, and curriculum.
This is Quadripolar Teaching.

Characteristics
• Technology-supported
• Interactive
• Digital learning
• Continuous evaluation
• Flexible learning

Advantages
 • Modern learning
• Better visualization
• Interactive classrooms
• Distance education possible

Limitations
• Internet dependency
• Technical problems
• Digital divide

Comparison of Bipolar, Tripolar and Quadripolar Teaching

Feature Bipolar Tripolar Quadripolar
Teacher + Teacher + Learner + Teacher + Learner + Curriculum +
Participants
Learner Curriculum Technology/Environment
Teaching
Traditional Planned Modern & Technology-based
Style
Focus Interaction Objectives Digital & Interactive Learning
Technology No Limited Extensive

4. Vertical Teaching
(ऊध्वातधर शिक्षण)
Meaning
Vertical Teaching is a teacher-centred approach.
Knowledge flows from teacher to students.
Communication is mainly one-way.

Diagram
Teacher
│
▼
Students

Characteristics
• Teacher dominates.
• Lecture method.
• Students listen.
• One-way communication.
 • Limited interaction.

Classroom Example
A history teacher lectures for 60 minutes.
Students quietly write notes.
No discussion takes place.
This is Vertical Teaching.

Advantages
• Easy to control the class.
• Suitable for large classrooms.
• Covers syllabus quickly.

Limitations
• Passive learners.
• Low participation.
• Less creativity.

5. Horizontal Teaching
(क्षैतर्ज शिक्षण)
Meaning
Horizontal Teaching is learner-centred.
Teacher and students actively exchange ideas.
Communication is two-way or multi-way.

Diagram
Teacher ↔ Students
↕
Students ↔ Students

Characteristics
• Active participation.
• Group discussion.
• Cooperative learning.
• Peer learning.
• Problem-solving.

Classroom Example
Teacher divides students into groups.
Each group discusses Artificial Intelligence in Education.
Students present their ideas.
Teacher guides the discussion.
This is Horizontal Teaching.

Advantages
• Improves communication.
• Develops teamwork.
• Enhances critical thinking.
• Increases confidence.

Limitations
• Time-consuming.
• Requires classroom management.
• Difficult in very large classes.

Vertical vs Horizontal Teaching

Feature Vertical Teaching Horizontal Teaching
Communication One-way Two-way / Multi-way
Teacher Role Instructor Facilitator
Student Role Passive Active
Participation Low High
Teaching Method Lecture Discussion, Seminar, Project
Creativity Low High

6. Planned Teaching
(तनयोजजर् शिक्षण)
Meaning
Planned Teaching is conducted according to a well-prepared lesson plan.
The teacher decides in advance:
• Objectives
• Content
• Teaching methods
• Teaching aids
• Assessment
Classroom Example
Before teaching Photosynthesis, the teacher prepares:
• Learning objectives
• Charts
• PPT
• Questions
• Assessment
The class is conducted according to the plan.
This is Planned Teaching.

Advantages
• Organized teaching.
• Better time management.
• Clear objectives.
• Effective evaluation.

7. Unplanned Teaching
(अतनयोजजर् शिक्षण)
Meaning
Unplanned Teaching occurs without prior preparation.
It often arises spontaneously in response to classroom situations.

Classroom Example
During a lesson on Water Pollution, a student asks:
"Why is the nearby river turning green?"
The teacher pauses the lesson and explains algal bloom using current local examples.
Although not in the lesson plan, this explanation enhances learning.
This is Unplanned Teaching.

Characteristics
• Spontaneous
• Flexible
• Situation-based
• Experience-based

Advantages
• Addresses students' curiosity.
• Makes learning relevant.
 • Encourages inquiry.

Limitations
• May disturb lesson timing.
• Risk of missing planned objectives.

Planned vs Unplanned Teaching

Feature Planned Teaching Unplanned Teaching
Preparation Before class During class
Objectives Predetermined Situation-based
Structure Organized Flexible
Time Management Better Less predictable
Example Lesson Plan Answering an unexpected student question

Real Classroom Case Study

A teacher begins a lesson on Climate Change with a lecture.
Halfway through the class, students seem confused.
The teacher:
• Shows a short documentary.
• Forms discussion groups.
• Conducts a quiz using mobile phones.
Analysis
• Started with Vertical Teaching.
• Shifted to Horizontal Teaching.
• Used Quadripolar Teaching because technology became part of instruction.
• Adapted the lesson while still following the lesson objectives.

UGC NET Important Facts

• Bipolar Teaching = Teacher + Learner
• Tripolar Teaching = Teacher + Learner + Curriculum
• Quadripolar Teaching = Teacher + Learner + Curriculum + Technology/Learning
Environment
• Vertical Teaching = Teacher-centred, one-way communication
• Horizontal Teaching = Learner-centred, interactive communication
• Planned Teaching = Based on lesson planning and objectives
• Unplanned Teaching = Situation-based and spontaneous
Previous Year Type MCQs
Q1. Teaching involving only teacher and learner is known as:
A. Tripolar Process
B. Quadripolar Process
C. Bipolar Process
D. Horizontal Process
Answer: C

Q2. Which form of teaching includes curriculum as an essential component?

A. Bipolar
B. Tripolar
C. Vertical
D. Planned
Answer: B

Q3. Which type of teaching emphasizes one-way communication?

A. Horizontal Teaching
B. Vertical Teaching
C. Cooperative Teaching
D. Interactive Teaching
Answer: B

Q4. A teacher modifies the lesson to answer an unexpected question raised by students.
This is an example of:
A. Planned Teaching
B. Programmed Teaching
C. Unplanned Teaching
D. Direct Teaching
Answer: C

2→3→4
• 2 = Bipolar = Teacher + Learner
• 3 = Tripolar = Teacher + Learner + Curriculum
• 4 = Quadripolar = Teacher + Learner + Curriculum + Technology
VHP
• V = Vertical = Voice of Teacher
• H = Horizontal = Hands of Students (Participation)
• P = Planned = Prepared Lesson
Summary
• Teaching has evolved from a simple Bipolar Process to a Quadripolar Process with
the integration of curriculum and technology.
• Vertical Teaching focuses on teacher-centred instruction, whereas Horizontal
Teaching promotes active student participation and collaboration.
• Planned Teaching follows a structured lesson plan, while Unplanned Teaching
responds flexibly to classroom situations and students' immediate learning needs.

**********
 Related Concepts of Teaching

Learning Outcomes
After completing this lecture, students will be able to:
• Understand the difference between Teaching, Training, Instruction, Development,
and Indoctrination.
• Identify their objectives and characteristics.
• Apply these concepts to classroom and daily-life situations.
• Answer UGC NET conceptual questions confidently.

Introduction
Many students think that Teaching, Training, Instruction, Development, and
Indoctrination are the same. However, these terms have different meanings and
objectives.
Consider the following situations:
• A swimming coach teaches a child how to swim.
• A chef gives instructions for preparing a cake.
• A teacher helps students develop critical thinking.
• A person forces others to accept only one political or religious belief.
Although all involve learning, their purposes and methods are different.

1. Teaching (शशक्षण)
Meaning
Teaching is a planned process in which a teacher helps learners acquire
knowledge, skills, attitudes, values, and desirable behaviour.
The main purpose of teaching is learning and behavioural change.
Simple Definition
Teaching is the process of facilitating learning and bringing about desirable
behavioural change.

Characteristics
• Goal-oriented
• Planned
• Interactive
• Learner-centred
• Continuous
• Brings behavioural change
 Classroom Example
A science teacher explains Photosynthesis using diagrams, experiments, and
questions.
Students understand the concept and apply it in practical activities.
This is Teaching.

2. Training (प्रशशक्षण)
Meaning
Training is the process of developing specific practical skills through repeated
practice.
Training answers the question:
"How can a person perform a particular task efficiently?"

Simple Definition
Training is skill-oriented learning through practice.

Characteristics
• Skill-based
• Practical
• Repetition
• Performance-oriented
• Job-oriented

Examples
• Learning to ride a bicycle.
• Driving a car.
• Typing practice.
• Learning to operate KOHA software.
• Library barcode printing practice.

Classroom Example
A librarian trains interns to issue and return books using KOHA.
Students repeatedly practise until they perform the task correctly.
This is Training.

3. Instruction (अनुदेशन)
Meaning
Instruction means giving specific directions or commands to perform a task.
 The emphasis is on what to do rather than why to do it.

Simple Definition
Instruction is the process of giving directions to complete a task.

Characteristics
• Teacher-centred
• Direction-oriented
• Limited interaction
• Focuses on procedures
• Immediate performance

Examples
Teacher says:
• Open page 25.
• Write today's date.
• Submit your assignment by Friday.
• Click the "Save" button.
These are Instructions.

Daily Life Example

A recipe book tells you:
• Add two cups of flour.
• Mix for five minutes.
• Bake at 180°C.
The recipe gives instructions, not teaching.

4. Development (ववकास)
Meaning
Development is a continuous process of improving the overall personality of an
individual.
It is broader than teaching or training.
Development includes:
• Knowledge
• Skills
• Values
• Attitudes
• Emotional maturity
• Social responsibility

Simple Definition
Development is the continuous growth of a person's overall personality and
abilities.

Characteristics
• Lifelong process
• Holistic growth
• Continuous improvement
• Personality development
• Self-learning

Classroom Example
A student who was shy gradually becomes:
• Confident
• Responsible
• A good communicator
• A team leader
This is Development.

Daily Life Example

A teacher improves communication skills, leadership, emotional intelligence, and
decision-making over several years.
This represents Professional Development.
5. Indoctrination (मिारोपण)
Meaning
Indoctrination means forcing or persuading people to accept certain beliefs, ideas,
or opinions without encouraging critical thinking or questioning.
The learner is expected to accept the ideas as they are.

Simple Definition
Indoctrination is the process of imposing beliefs without allowing independent
thinking.

Characteristics
• One-way communication
• No questioning
 • No discussion
• Belief-oriented
• Authoritarian approach

Classroom Example
A teacher tells students:
"Accept this opinion as the only correct answer. Do not question it."
Students are discouraged from asking questions.
This is Indoctrination.

Real-Life Example
A group repeatedly tells its members that only one viewpoint is correct and
discourages any questioning or evidence-based discussion.
This is an example of Indoctrination.

Comparison Table

Feature Teaching Training Instruction Development Indoctrination

Develops
Facilitates Develops Gives Imposes
Meaning overall
learning specific skills directions beliefs
personality

Knowledge
Main + Skill Task Holistic Acceptance of
Objective Behavioural Development Completion Growth Beliefs
Change

Nature Broad Practical Directive Continuous Authoritarian

Knowledge,
Following Overall
Focus Skills, Performance Belief System
Instructions Growth
Values

Interaction High Moderate Limited High Very Low

Learner Follows
Active Active Self-directed Passive
Role Directions

Critical Strongly
Encouraged Sometimes Limited Discouraged
Thinking Encouraged

Classroom Bicycle Recipe Personality Blind

Example
Teaching Riding Instructions Development Acceptance
Easy Classroom Examples
Teaching
Teacher explains the concept of Democracy using examples and discussions.

Training
A student practises bicycle riding every day until balance improves.

Instruction
A laboratory instructor says:
"Wear gloves before handling chemicals."

Development
A student becomes confident through participation in debates, projects, and
seminars.

Indoctrination
Students are told to accept one opinion without asking questions or examining
evidence.

Daily-Life Examples
Situation Concept
Teacher explains Newton's Laws Teaching
Driving School Training
Mobile Phone User Manual Instruction
Personality Development Workshop Development
Forced Acceptance of Ideas Indoctrination

Classroom Activity
Activity
Ask students to identify the correct concept.
Situation 1
The cricket coach asks players to practise bowling every day.
Answer: Training

Situation 2
Teacher asks students to submit assignments before Friday.
Answer: Instruction
 Situation 3
A student becomes more confident after participating in debates.
Answer: Development

Situation 4
Teacher explains climate change through discussion and activities.
Answer: Teaching

Situation 5
Students are told never to question a particular belief.
Answer: Indoctrination

Important UGC NET Facts

• Teaching aims at learning and behavioural change.
• Training develops practical skills through repeated practice.
• Instruction gives directions to perform a task.
• Development focuses on the overall growth of personality.
• Indoctrination discourages critical thinking and imposes beliefs.

Memory Trick
T–T–I–D–I
Teaching → Think
Training → Task Skill
Instruction → Instructions
Development → Develop Personality
Indoctrination → Impose Ideas

Previous Year Type MCQs

Q1. Which concept is mainly concerned with the development of practical skills?
A. Teaching
B. Training
C. Development
D. Indoctrination
Answer: B

Q2. Giving step-by-step directions to complete a task is called:

A. Development
B. Teaching
C. Instruction
D. Training
Answer: C

Q3. Which concept emphasizes overall personality growth?

A. Training
B. Instruction
C. Development
D. Indoctrination
Answer: C

Q4. Which of the following discourages questioning and critical thinking?

A. Teaching
B. Development
C. Indoctrination
D. Training
Answer: C

Q5. A teacher explains a concept, encourages discussion, and evaluates students'

understanding. This is an example of:
A. Instruction
B. Teaching
C. Training
D. Indoctrination
Answer: B

Common Confusions (UGC NET Perspective)

Students Often
Correct Understanding
Confuse
Teaching vs Teaching develops knowledge, skills, attitudes, and
Training values; Training mainly develops practical skills.
Teaching vs Teaching encourages understanding; Instruction
Instruction mainly tells learners what to do.
Development vs Development is holistic and lifelong; Training is skill-
Training specific.
 Students Often
Correct Understanding
Confuse
Teaching promotes inquiry and critical thinking;
Teaching vs
Indoctrination expects acceptance without
Indoctrination
questioning.

Summary
• Teaching is a broad process that promotes learning, understanding, and positive
behavioural change.
• Training develops specific practical skills through repeated practice.
• Instruction provides clear directions to complete a task.
• Development is a lifelong process of holistic personality growth.
• Indoctrination imposes beliefs and discourages independent thinking.

*********
 Teaching as a Professional Activity

Introduction
Suppose two teachers teach the same topic, "The Constitution of India."
• The first teacher simply reads the textbook.
• The second teacher uses current events, group discussions, case studies, videos,
quizzes, and asks students to debate constitutional issues.
Which teacher is more effective?
Obviously, the second teacher.
Why?
Because teaching is not merely delivering information. It requires thinking,
planning, creativity, decision-making, ethics, leadership, and continuous learning.
Therefore, teaching is considered a professional activity.

What is a Profession?
A profession is an occupation that requires:
• Specialized knowledge
• Professional training
• Skills
• Ethical standards
• Responsibility
• Continuous learning
• Public service
Examples:
• Doctor
• Engineer
• Chartered Accountant
• Lawyer
• Teacher
Teaching possesses all these qualities; therefore, it is regarded as a profession.

Teaching as an Intellectual Activity

(बौद्धधक गतर्ववधध के रूप में शिक्षण)
Meaning
Teaching is an intellectual activity because it requires the teacher to think, analyze,
solve problems, make decisions, and continuously improve the teaching-learning
process.
 A teacher is not simply a speaker but a planner, researcher, guide, evaluator, and
reflective practitioner.

Why is Teaching Intellectual?

A teacher must:
• Plan lessons
• Analyze students' needs
• Select suitable teaching methods
• Solve classroom problems
• Evaluate learning outcomes
• Improve future teaching
These activities require intellectual ability rather than mechanical repetition.

Classroom Example
A teacher conducts a unit test.
After checking the answer sheets, the teacher finds that 70% of the students
scored poorly in "Photosynthesis."
Instead of blaming the students, the teacher:
• Reviews the lesson.
• Identifies difficult concepts.
• Prepares new activities.
• Uses videos and experiments.
• Conducts a remedial class.
This is an example of Teaching as an Intellectual Activity.

Characteristics
• Logical thinking
• Problem-solving
• Decision-making
• Critical reflection
• Continuous improvement
• Research-based teaching

Teaching as a Science
(ववज्ञान के रूप में शिक्षण)
Meaning
 Teaching is considered a science because it is based on systematic knowledge,
educational psychology, research, observation, experimentation, and established
principles.
Like science, teaching follows:
• Planning
• Observation
• Hypothesis
• Experimentation
• Evaluation
• Improvement

Scientific Principles Used in Teaching

• Laws of learning
• Educational psychology
• Motivation theories
• Reinforcement
• Learning theories
• Classroom research

Classroom Example
A teacher notices that students remember concepts better when visual aids are
used.
The teacher consistently includes charts and diagrams in future lessons.
The decision is based on observation and evidence.
This reflects Teaching as a Science.

Why Teaching is a Science

• Uses systematic methods.
• Based on educational research.
• Applies psychological principles.
• Measures learning through evaluation.
• Continuously improves through evidence.

Teaching as an Art
(कला के रूप में शिक्षण)
Meaning
Teaching is an art because every classroom is different.
 A teacher must use creativity, imagination, communication skills, storytelling,
humour, and personal style to make learning interesting.
Art cannot be learned only from books; it develops through practice and
experience.

Characteristics
• Creativity
• Innovation
• Effective communication
• Emotional intelligence
• Classroom management
• Inspiration and motivation

Classroom Example
A history teacher teaches the Revolt of 1857 by narrating it as a story, showing
maps, acting out important events, and involving students in role play.
Students enjoy and remember the lesson.
This demonstrates Teaching as an Art.

Teaching as Both Science and Art

Teaching cannot be classified as only science or only art.
It is a combination of both.
Teaching as Science Teaching as Art
Uses research Uses creativity
Follows principles Uses imagination
Based on psychology Based on communication
Objective Flexible
Systematic Innovative
Easy Formula
Science tells us WHAT and WHY to teach.
Art tells us HOW to teach effectively.

Self-Organization
(स्व-संगठन)
Meaning
Self-organization means the ability of a teacher to manage, regulate, and improve
professional work independently without constant supervision.
 It includes:
• Time management
• Lesson planning
• Resource management
• Self-evaluation
• Professional growth

Characteristics
• Self-discipline
• Self-learning
• Reflection
• Planning
• Continuous improvement

Classroom Example
A teacher:
• Prepares lesson plans every Sunday.
• Maintains students' progress records.
• Reads new educational research.
• Improves teaching methods every semester.
This is Self-Organization.

Teaching as Social Service

(सामाजजक सेवा के रूप में शिक्षण)
Meaning
Teaching is not merely a job; it is a service to society.
Teachers shape future citizens by developing:
• Knowledge
• Character
• Values
• Ethics
• Leadership
• National responsibility

Why Teaching is Social Service

Teachers contribute to:
• Nation building
• Social development
• Cultural preservation
• Democratic values
• Human development

Classroom Example
A teacher organizes:
• Literacy campaigns
• Environmental awareness programs
• Blood donation camps
• Community cleanliness drives
These activities reflect Teaching as Social Service.

High Degree of Autonomy

(उच्च स्र्र की स्वायत्तर्ा)
Meaning
Autonomy means the freedom to make professional decisions independently
while remaining accountable.
Teachers decide:
• Teaching methods
• Classroom activities
• Assessment techniques
• Learning materials
• Student engagement strategies

Characteristics
• Independent decision-making
• Professional responsibility
• Accountability
• Innovation
• Flexibility

Classroom Example
A teacher observes poor test performance.
Without waiting for instructions, the teacher redesigns lesson plans, introduces
peer learning, and conducts additional practice sessions.
This shows Professional Autonomy.

Teaching as a Profession
 (व्यवसाय के रूप में शिक्षण)
Meaning
Teaching is a profession because it requires specialized education, training,
professional ethics, and continuous development.
A teacher is expected to maintain professional standards throughout his or her
career.

Characteristics of a Profession
A profession has:
• Specialized knowledge
• Professional training
• Certification
• Code of ethics
• Social responsibility
• Continuous learning
• Professional organizations
Teaching satisfies all these characteristics.

Professional Responsibilities of a Teacher

A professional teacher should:
• Prepare lessons carefully.
• Treat students fairly.
• Respect diversity.
• Maintain confidentiality.
• Continue professional development.
• Use technology effectively.
• Encourage critical thinking.
• Follow professional ethics.

Comparison Table
Teaching as Teaching as
Aspect Teaching as Art
Science Profession
Professional
Research and Creativity and
Basis knowledge and
principles experience
ethics
Systematic Effective Responsibility and
Focus
teaching presentation competence
 Teaching as Teaching as
Aspect Teaching as Art
Science Profession
Educational Communication Training and
Requires
psychology skills certification
Effective Quality education
Goal Engaging learning
learning and public service

Real Classroom Case Study

A mathematics teacher notices that many students failed a unit test.
Instead of repeating the same lecture, the teacher:
• Analyses answer sheets.
• Identifies common mistakes.
• Changes the teaching method.
• Uses activities and visual aids.
• Conducts remedial classes.
• Reviews progress after another test.
Analysis
Professional Quality Teacher's Action
Intellectual Activity Analysed students' errors
Science Used evidence from test results
Art Introduced creative teaching methods
Self-Organization Prepared new lesson plans
Autonomy Made independent teaching decisions
Profession Focused on students' learning and improvement

Classroom Activity
Situation 1
A teacher uses research findings to improve classroom teaching.
Concept: Teaching as Science

Situation 2
A teacher explains a difficult topic through storytelling and role play.
Concept: Teaching as Art

Situation 3
A teacher independently redesigns lesson plans after poor test results.
Concept: Intellectual Activity and High Degree of Autonomy
 Situation 4
A teacher organizes a community literacy campaign.
Concept: Teaching as Social Service

UGC NET Important Facts

• Teaching is both a Science and an Art.
• Teaching requires intellectual ability, not mere information delivery.
• Professional autonomy allows teachers to make instructional decisions.
• Teaching contributes to nation building and social development.
• A profession requires specialized knowledge, ethics, training, and public service.

Memory Trick
I–S–A–S–A–P
I → Intellectual Activity
S → Science
A → Art
S → Social Service
A → Autonomy
P → Profession
Remember:
"Intelligent Scientists Are Socially Active Professionals."

Previous Year Type MCQs

Q1. Which characteristic best explains teaching as an intellectual activity?
A. Memorizing textbooks
B. Repeating the same lecture every year
C. Analysing learning problems and improving teaching strategies
D. Reading notes without discussion
Answer: C

Q2. Teaching is considered both a science and an art because it:

A. Requires only creativity.
B. Depends only on educational psychology.
C. Combines scientific principles with creative classroom practice.
D. Is based only on experience.
Answer: C
Q3. The freedom of a teacher to choose teaching methods according to classroom
needs is known as:
A. Discipline
B. Indoctrination
C. Professional Autonomy
D. Instruction
Answer: C

Q4. Which of the following is NOT generally considered a characteristic of a

profession?
A. Specialized knowledge
B. Code of ethics
C. Continuous professional development
D. Blind obedience without responsibility
Answer: D

Q5. Organizing a literacy campaign for the local community reflects teaching as:
A. Instruction
B. Social Service
C. Training
D. Indoctrination
Answer: B

Common UGC NET Confusions

Students Often Confuse Correct Understanding
Science provides principles and evidence; Art
Science vs Art
focuses on creativity and classroom skills.
A profession requires specialized knowledge,
Profession vs Job
ethics, training, and service to society.
Autonomy means professional freedom with
Autonomy vs
accountability, not freedom without
Independence
responsibility.
Intellectual activity involves analysis, reflection,
Intellectual Activity vs
and improvement rather than mechanical
Routine Teaching
repetition.
 Summary
• Teaching is an intellectual activity because it requires planning, analysis, reflection,
and problem-solving.
• Teaching is a science because it is based on educational research, psychology, and
systematic methods.
• Teaching is an art because it requires creativity, communication, and the ability to
inspire learners.
• Self-organization enables teachers to manage and improve their professional work
independently.
• Teaching is a social service because it contributes to individual growth and nation
building.
• A high degree of autonomy allows teachers to make informed instructional
decisions while remaining accountable.
• Teaching is a profession because it demands specialized knowledge, professional
ethics, continuous learning, and service to society.

***********
 Bloom's Classification of Educational Objectives

Introduction
Imagine a teacher asks the following questions after teaching Newton's Laws of
Motion.
• What is Newton's First Law?
• Explain the First Law.
• Solve a numerical problem.
• Compare the First and Second Laws.
• Judge whether seat belts are necessary.
• Design a model showing Newton's Laws.
Do you notice something?
The questions gradually become more difficult.
Students move from remembering to creating.
This sequence is explained by Bloom's Taxonomy of Educational Objectives.

What is Bloom's Taxonomy?

In 1956, Benjamin S. Bloom and his colleagues developed a classification of
educational objectives.
Bloom believed that education should develop not only knowledge but also
attitudes and skills.
Therefore, educational objectives were classified into three domains.

BLOOM'S TAXONOMY
│
┌───────────┼────────────┐
│ │ │
Cognitive Affective Psychomotor
(Knowledge) (Attitude) (Skill)

Why is Bloom's Taxonomy Important?

It helps teachers to:
• Write learning objectives.
• Plan lessons.
• Select teaching methods.
• Prepare question papers.
• Evaluate students.
• Promote higher-order thinking.
 Educational Objectives
Educational objectives describe the expected learning outcomes after teaching.
They answer the question:
"What should students know, feel, or be able to do after the lesson?"

Characteristics of Good Instructional Objectives

A good objective should be:
• Specific
• Clear
• Observable
• Measurable
• Achievable
• Relevant
• Time-bound

Bloom's Three Domains

Domain Focus Main Objective
Cognitive Knowledge Thinking and understanding
Affective Attitude Values, emotions, feelings
Psychomotor Skill Physical and practical skills

I. Cognitive Domain
(ज्ञानात्मक क्षेि)
Meaning
The Cognitive Domain deals with thinking, remembering, understanding,
reasoning, analysing, evaluating, and creating knowledge.
This is the most frequently asked domain in UGC NET.

Revised Bloom's Taxonomy (2001)

The revised taxonomy by Anderson and Krathwohl arranges cognitive objectives
from simple to complex.
Creating
↑
Evaluating
↑
Analyzing
 ↑
Applying
↑
Understanding
↑
Remembering

1. Remembering
Meaning
Recalling facts, definitions, formulas, dates, and concepts.
Action Verbs
• Define
• List
• Name
• Recall
• Identify
• State
Classroom Example
Question:
"What is Newton's First Law?"
Student simply recalls the definition.

2. Understanding
Meaning
Explaining ideas in one's own words.
Action Verbs
• Explain
• Describe
• Summarize
• Interpret
• Discuss
Classroom Example
Student explains Newton's First Law using everyday examples.

3. Applying
Meaning
Using knowledge in new situations.
Action Verbs
• Solve
• Demonstrate
• Calculate
• Use
• Apply
Classroom Example
Student calculates the force acting on an object using Newton's Laws.

4. Analyzing
Meaning
Breaking information into parts and examining relationships.
Action Verbs
• Compare
• Differentiate
• Classify
• Analyze
• Organize
Classroom Example
Students compare Newton's First and Second Laws.

5. Evaluating
Meaning
Making judgments based on evidence and criteria.
Action Verbs
• Judge
• Criticize
• Justify
• Defend
• Evaluate
Classroom Example
Students evaluate whether wearing seat belts is effective based on Newton's Laws.

6. Creating
Meaning
Producing new ideas, products, or solutions.
Action Verbs
• Design
• Construct
• Develop
• Create
• Compose
Classroom Example
Students design a working model demonstrating Newton's Laws.

Complete Classroom Example

Topic: Newton's Laws of Motion
Bloom's Level Teacher's Question
Remember State Newton's First Law.
Understand Explain it in your own words.
Apply Solve a numerical problem.
Analyze Compare the First and Second Laws.
Evaluate Judge whether seat belts reduce injuries.
Create Design a working model demonstrating the laws.

Memory Trick
RUAAEC
R – Remember
U – Understand
A – Apply
A – Analyze
E – Evaluate
C – Create
Sentence:
"Remember Understanding Always Advances Excellent Creativity."

II. Affective Domain

(भावात्मक क्षेि)
Developed by
David Krathwohl (1964)

Meaning
The Affective Domain deals with:
• Attitudes
• Emotions
• Interests
• Values
• Appreciation
Levels of Affective Domain
1. Receiving
Learner pays attention.
Example:
Students listen carefully to the teacher.

2. Responding
Learner actively participates.
Example:
Students answer questions during class.

3. Valuing
Learner develops appreciation.
Example:
Students begin to value environmental conservation.

4. Organization
Learner organizes different values into a consistent value system.
Example:
Students prioritize honesty and responsibility in academic work.

5. Characterization
Values become part of the learner's personality.
Example:
A student consistently behaves honestly even without supervision.

Memory Trick
RRVOC
Receiving
Responding
Valuing
Organization
Characterization

III. Psychomotor Domain

(क्रियात्मक / मनोदै हहक क्षेि)
Meaning
 The Psychomotor Domain deals with:
• Physical skills
• Coordination
• Manipulation
• Practical performance
• Motor abilities

Common Psychomotor Sequence (Simplified)

1. Observation
2. Imitation
3. Practice
4. Precision
5. Coordination
6. Naturalization (automatic performance)

Classroom Example
Teaching Library Barcode Printing
Step 1 – Observe the teacher.
Step 2 – Copy the process.
Step 3 – Practise repeatedly.
Step 4 – Print accurately.
Step 5 – Operate independently.

Other Examples
• Riding a bicycle
• Typing
• Laboratory experiments
• Surgical skills
• Playing cricket
• Using a microscope

Comparison of Three Domains

Domain Focus Example
Cognitive Thinking Solving mathematics problems
Affective Feeling Respecting national symbols
Psychomotor Doing Conducting a chemistry experiment

Instructional Objectives
 Meaning
Instructional objectives are specific statements describing what learners should
achieve after a lesson.

Example
Topic:
Photosynthesis
Instructional Objectives
After the lesson students will be able to:
• Define photosynthesis.
• Explain the process.
• Draw a labelled diagram.
• Compare photosynthesis and respiration.
• Appreciate the importance of plants.

Writing Good Instructional Objectives

Use measurable verbs.
Instead of
"Students will understand photosynthesis."
Write
"Students will explain the process of photosynthesis and identify its stages."

Classroom Applications of Bloom's Taxonomy

Teachers use Bloom's Taxonomy to:
Lesson Planning
Choose appropriate objectives and activities.

Question Paper Preparation

Include questions from different cognitive levels.

Classroom Discussion
Move from simple recall to higher-order thinking.

Assessment
Evaluate knowledge, attitude, and practical skills.

Activity-Based Learning
Design projects, experiments, role plays, and presentations.
 Classroom Case Study
A teacher is teaching Water Pollution.
Remember
Define water pollution.

Understand
Explain its causes.

Apply
Suggest methods to purify drinking water at home.

Analyze
Compare river pollution with groundwater pollution.

Evaluate
Judge the effectiveness of government pollution control programmes.

Create
Design a community awareness campaign on water conservation.

Important UGC NET Facts

• Benjamin Bloom (1956) developed the original taxonomy of educational
objectives.
• Anderson & Krathwohl (2001) revised the Cognitive Domain.
• David Krathwohl developed the Affective Domain.
• Bloom's Taxonomy helps teachers write instructional objectives, prepare
assessments, and promote higher-order thinking.
• The highest level in the revised Cognitive Domain is Creating.

Previous Year Type MCQs

Q1. Who developed the original Taxonomy of Educational Objectives?
A. John Dewey
B. Benjamin Bloom
C. Thorndike
D. Skinner
Answer: B

Q2. Which is the highest level in the revised Cognitive Domain?

A. Applying
B. Evaluating
C. Creating
D. Understanding
Answer: C

Q3. The Affective Domain is mainly concerned with:

A. Memory
B. Physical skills
C. Values and attitudes
D. Intelligence
Answer: C

Q4. Which domain focuses on practical and motor skills?

A. Cognitive
B. Affective
C. Psychomotor
D. Emotional
Answer: C

Q5. "Students will compare renewable and non-renewable energy sources." This
objective belongs to which cognitive level?
A. Remembering
B. Understanding
C. Applying
D. Analyzing
Answer: D

Common UGC NET Confusions

Students Often
Correct Understanding
Confuse
Remember vs Remember = recall facts; Understand = explain
Understand meaning.
Apply = use knowledge in a new situation; Analyze =
Apply vs Analyze
break information into parts and examine relationships.
Evaluate = judge based on evidence; Create = produce
Evaluate vs Create
something new.
 Students Often
Correct Understanding
Confuse
Affective vs Affective = attitudes and values; Psychomotor =
Psychomotor physical and practical skills.

Summary
• Bloom's Taxonomy classifies educational objectives into Cognitive, Affective, and
Psychomotor domains.
• The Cognitive Domain progresses from Remember → Understand → Apply →
Analyze → Evaluate → Create.
• The Affective Domain develops learners' attitudes, values, and emotions through
five stages: Receiving → Responding → Valuing → Organization →
Characterization.
• The Psychomotor Domain focuses on developing practical and motor skills
through observation, practice, and mastery.
• Instructional objectives should be clear, measurable, and aligned with the
appropriate Bloom's level.
• Bloom's Taxonomy helps teachers design lessons, activities, assessments, and
classroom experiences that promote meaningful learning.

**********
 Gagné and Briggs' Classification of Teaching and Instructional

Introduction
Suppose a teacher enters a classroom and immediately starts teaching Fractions.
Students are not paying attention.
Some students do not remember basic division.
Many become confused.
Now consider another teacher.
The teacher:
• Shows a pizza divided into slices.
• Asks students how many slices make one whole.
• Recalls the previous lesson on division.
• Explains fractions with pictures.
• Gives guided practice.
• Checks understanding through questions.
Which teacher is more effective?
The second teacher follows Gagné and Briggs' Instructional Model.

Introduction to Gagné and Briggs

Robert M. Gagné was an educational psychologist who developed a systematic
model of instruction.
Later, Leslie J. Briggs expanded Gagné's ideas and applied them to instructional
design.
Their model explains how effective teaching should be organized so that learning
occurs step by step.

Basic Idea
Learning becomes more effective when instruction follows a systematic sequence.
Instead of simply giving information, the teacher should guide learners through
carefully planned instructional events.

Why is Gagné's Model Important?

It helps teachers to:
• Plan effective lessons.
• Organize classroom instruction.
• Improve student motivation.
• Develop meaningful learning.
• Design assessments.
• Increase learning retention.

Learning Outcomes
According to Gagné, learning results in different kinds of capabilities.
These are called Learning Outcomes.

Five Types of Learning Outcomes

1. Verbal Information
Meaning
Ability to recall facts and information.
Examples
• State the Fundamental Rights.
• Name the planets.
• Define Democracy.

Classroom Example
Student remembers:
"Water boils at 100°C."

2. Intellectual Skills
Meaning
Ability to apply knowledge, solve problems, classify, and use concepts.

Examples
• Solve mathematics problems.
• Classify animals.
• Interpret graphs.
• Apply scientific laws.

Classroom Example
Student solves numerical problems using Newton's Laws.

3. Cognitive Strategies
Meaning
Ability to think independently and regulate one's own learning.
Students learn how to learn.

Examples
• Problem-solving
• Critical thinking
• Planning
• Decision-making
• Memory techniques

Classroom Example
Student prepares a mind map before studying a chapter.

4. Attitudes
Meaning
Development of values, interests, and positive behaviour.

Examples
• Respecting teachers.
• Protecting the environment.
• Helping classmates.

Classroom Example
Students voluntarily participate in a cleanliness campaign.

5. Motor Skills
Meaning
Development of physical and practical skills.

Examples
• Riding a bicycle.
• Typing.
• Laboratory experiments.
• Using KOHA software.
• Playing cricket.

Classroom Example
Student learns barcode printing through repeated practice.
 Table
Learning Outcome Meaning Example
Verbal Information Remember facts Define Democracy
Intellectual Skills Apply concepts Solve numerical problems
Cognitive
Learn how to think Prepare study plans
Strategies
Attitudes Develop values Respect the environment
Perform practical Use laboratory
Motor Skills
tasks equipment

Instructional Objectives
Meaning
Instructional objectives describe what students should be able to do after
instruction.
These objectives guide:
• Teaching
• Learning
• Evaluation

Example
Topic:
Photosynthesis
Instructional Objectives
After completing the lesson, students will be able to:
• Define photosynthesis.
• Explain the process.
• Draw a labelled diagram.
• Compare photosynthesis and respiration.
• Appreciate the importance of plants.

Gagné's Nine Events of Instruction

This is the most important topic for UGC NET.
Gagné proposed Nine Events of Instruction that should be followed during
teaching.

Event 1: Gain Attention

Purpose
 Capture students' interest before teaching begins.

Methods
• Story
• Picture
• Video
• Demonstration
• Question
• Real object

Example
Teacher shows a pizza divided into slices before teaching fractions.
Students become curious.

Event 2: Inform Learners of Objectives

Purpose
Tell students what they will learn.

Example
"Today you will learn how to add and subtract fractions."
Students know the lesson goals.

Event 3: Stimulate Recall of Prior Learning

Purpose
Connect new knowledge with previous learning.

Example
Teacher asks:
"What is division?"
Students recall previous knowledge before learning fractions.

Event 4: Present the Content

Purpose
Explain the new lesson.

Methods
• Lecture
• Demonstration
• Charts
• PPT
• Models
• Videos

Example
Teacher explains fractions using diagrams and real-life objects.

Event 5: Provide Learning Guidance

Purpose
Support students while learning.

Methods
• Hints
• Examples
• Analogies
• Demonstrations
• Scaffolding

Example
Teacher solves one fraction problem step by step before asking students to solve
similar problems.

Event 6: Elicit Performance (Practice)

Purpose
Allow students to practise.

Example
Students solve five fraction problems independently.
Learning becomes active.

Event 7: Provide Feedback

Purpose
Tell students whether their answers are correct.

Example
Teacher explains mistakes immediately and suggests improvements.

Event 8: Assess Performance

Purpose
 Measure whether learning objectives have been achieved.

Methods
• Quiz
• Test
• Viva
• Practical
• Assignment

Example
Students complete a short test on fractions.

Event 9: Enhance Retention and Transfer

Purpose
Help students apply learning in real life.

Example
Teacher asks students to calculate pizza slices at home or divide a chocolate bar
among friends using fractions.
Students transfer classroom learning to everyday situations.

Flow Diagram
Gain Attention
↓
State Objectives
↓
Recall Previous Knowledge
↓
Present New Content
↓
Provide Guidance
↓
Practice
↓
Feedback
↓
Assessment
↓
Retention & Transfer

Classroom Application
Topic
Fractions
Event Classroom Activity
Gain Attention Show a pizza divided into slices
State Objectives Explain today's learning goals
Recall Revise division
Present Content Explain fractions
Guidance Solve examples together
Practice Students solve exercises
Feedback Correct mistakes
Assessment Conduct quiz
Transfer Divide chocolates equally among friends

Another Classroom Example

Topic
Library Automation
Event Activity
Gain Attention Show barcode scanner
State Objectives Explain today's learning goals
Recall Discuss previous cataloguing lesson
Present Content Demonstrate KOHA circulation
Guidance Teacher demonstrates Issue/Return
Practice Students perform circulation
Feedback Teacher corrects errors
Assessment Practical test
Transfer Students independently manage library transactions

Difference Between Bloom and Gagné

Bloom Gagné
Focuses on educational objectives Focuses on instructional process
Describes what students should learn Describes how teachers should teach
Three learning domains Nine instructional events
Mainly used for assessment Mainly used for lesson planning
 Important UGC NET Facts
• Robert M. Gagné developed the theory of instructional events.
• Leslie J. Briggs expanded Gagné's instructional design approach.
• Gagné identified Five Learning Outcomes.
• Effective teaching follows Nine Events of Instruction.
• Gagné's model emphasizes systematic teaching and active learning.

Five Learning Outcomes

VICAM
• V – Verbal Information
• I – Intellectual Skills
• C – Cognitive Strategies
• A – Attitudes
• M – Motor Skills
Sentence:
"Very Intelligent Children Achieve More."

Nine Events
AORCGPFAR
A – Attention
O – Objectives
R – Recall
C – Content
G – Guidance
P – Practice
F – Feedback
A – Assessment
R – Retention
Sentence:
"Active Outstanding Readers Create Good Practice, Feedback, Assessment, and
Retention."

Previous Year Type MCQs

Q1. Who proposed the Nine Events of Instruction?
A. Benjamin Bloom
B. Robert M. Gagné
C. John Dewey
D. Thorndike
Answer: B
Q2. Which instructional event comes immediately after gaining learners'
attention?
A. Assessment
B. Recall prior learning
C. Inform learners of objectives
D. Practice
Answer: C

Q3. Which learning outcome refers to developing problem-solving abilities?

A. Verbal Information
B. Attitudes
C. Intellectual Skills
D. Motor Skills
Answer: C

Q4. Which instructional event encourages students to apply learning in new

situations?
A. Gain Attention
B. Present Content
C. Enhance Retention and Transfer
D. Feedback
Answer: C

Q5. A teacher demonstrates a process and then asks students to perform it under
supervision. Which event is mainly represented?
A. Gain Attention
B. Provide Learning Guidance followed by Elicit Performance
C. Assessment
D. State Objectives
Answer: B

Common UGC NET Confusions

Students Often
Correct Understanding
Confuse
Bloom classifies learning objectives; Gagné explains
Bloom vs Gagné
the sequence of instruction.
 Students Often
Correct Understanding
Confuse
Learning Outcomes vs Learning outcomes describe what learners achieve;
Instructional instructional objectives state what the teacher
Objectives expects learners to achieve after instruction.
Feedback vs Feedback improves learning during instruction;
Assessment assessment measures achievement after learning.
Practice develops performance; retention helps
Practice vs Retention learners remember and transfer learning to new
situations.

Summary
• Gagné and Briggs proposed a systematic approach to teaching through
instructional design.
• Gagné identified five learning outcomes: Verbal Information, Intellectual Skills,
Cognitive Strategies, Attitudes, and Motor Skills.
• Effective lessons should follow the Nine Events of Instruction: Gain Attention →
Inform Objectives → Recall Prior Learning → Present Content → Provide
Guidance → Elicit Performance → Provide Feedback → Assess Performance →
Enhance Retention and Transfer.
• Gagné's model helps teachers design lessons that are engaging, structured, learner-
centred, and effective.
• While Bloom's Taxonomy focuses on what students should learn, Gagné's Model
focuses on how teachers should organize instruction.

***********
 Revision and Practice (Complete Unit Revision)

UNIT AT A GLANCE
TEACHING APTITUDE

│
├── Meaning & Nature of Teaching
├── Dynamic Nature of Teaching
├── Forms of Teaching
├── Related Concepts
├── Teaching as a Profession
├── Bloom's Taxonomy
└── Gagné & Briggs

COMPLETE COMPARISON TABLES

1. Teaching vs Training vs Instruction vs Development vs Indoctrination

Feature Teaching Training Instruction Development Indoctrination

Facilitates Skill Gives Overall Imposes

Meaning
learning development directions growth beliefs

Behaviour Practical Task Personality Blind

Objective
change skills completion development acceptance

Nature Broad Practical Directive Continuous Authoritarian

Critical Highly
Encouraged Moderate Limited Discouraged
Thinking Encouraged

Classroom Forced
Example Driving Recipe Leadership
teaching ideology
2. Bipolar, Tripolar and Quadripolar Teaching
Type Components Example
Classroom
Bipolar Teacher + Learner
lecture
Tripolar Teacher + Learner + Curriculum Lesson plan
Teacher + Learner + Curriculum + Smart
Quadripolar
Technology classroom

3. Vertical vs Horizontal Teaching

Vertical Teaching Horizontal Teaching
Teacher-centred Learner-centred
One-way communication Two-way communication
Lecture Method Group Discussion
Passive learning Active learning
Low participation High participation

4. Planned vs Unplanned Teaching

Planned Unplanned
Lesson plan prepared Situation-based
Objectives fixed Flexible
Organized Spontaneous
Better time management Depends on classroom situation

5. Teaching as Science vs Art

Science Art
Research based Creativity based
Educational Psychology Communication Skills
Principles Innovation
Observation Imagination
Evaluation Motivation
UGC NET Fact
Teaching is both Science and Art.

6. Bloom's Three Domains

Domain Focus Example
Cognitive Thinking Solve Mathematics
Affective Attitude Respect Environment
Psychomotor Skill Laboratory Practical

7. Bloom's Cognitive Levels

Level Action Word Example
Remember Recall Define Democracy
Understand Explain Explain Constitution
Apply Use Solve Problem
Analyze Compare Compare Two Theories
Evaluate Judge Criticize Policy
Create Design Prepare Project

8. Gagné's Learning Outcomes

Outcome Example
Verbal Information Remember facts
Intellectual Skills Solve problems
Cognitive Strategies Planning learning
Attitudes Respect values
Motor Skills Typing

9. Bloom vs Gagné
Bloom Gagné
Educational Objectives Instructional Process
What to Learn How to Teach
Three Domains Nine Events
Assessment Lesson Planning
Dynamic Teaching
Planning
↓
Teaching
↓
Student Response
↓
Feedback
↓
Modify Teaching
↓
Better Learning

Teaching Process
Teacher
↓
Teaching Methods
↓
Learner
↓
Learning
↓
Evaluation
↓
Behaviour Change

Variables of Teaching
Independent Variable
(Teacher)
↓
Teaching Process
↓
Mediating Variables
(Motivation, Intelligence)
↓
Dependent Variable
(Student Achievement)

Bloom's Taxonomy
Creating
↑
Evaluating
↑
Analyzing
↑
Applying
↑
Understanding
↑
Remembering

Gagné's Nine Events

Attention
↓
Objectives
↓
Recall
↓
Content
↓
Guidance
↓
Practice
↓
Feedback
↓
Assessment
↓
Retention

MOST IMPORTANT PREVIOUS YEAR CONCEPTS

These areas are repeatedly tested in UGC NET:
✔ Dynamic Teaching
✔ Bipolar vs Tripolar
✔ Vertical vs Horizontal
✔ Planned Teaching
✔ Teaching vs Training
✔ Teaching as Science and Art
✔ Bloom's Taxonomy
✔ Cognitive Levels
✔ Affective Domain
✔ Psychomotor Domain
✔ Gagné's Nine Events
✔ Learning Outcomes

EXPECTED MCQs
Q1
Teaching is primarily concerned with
A. Information transfer
B. Behavioural change
C. Discipline
D. Memorization
Answer: B

Q2
The Independent Variable in teaching is
A. Student
B. Curriculum
C. Teacher
D. Examination
Answer: C

Q3
Which process involves Teacher + Learner + Curriculum?
A. Bipolar
B. Tripolar
C. Quadripolar
D. Horizontal
Answer: B

Q4
Teaching which emphasizes one-way communication is
A. Horizontal
B. Vertical
C. Interactive
D. Cooperative
Answer: B

Q5
Teaching is considered both
A. Science and Commerce
B. Art and Craft
C. Science and Art
D. Philosophy and Psychology
Answer: C

Q6
Highest level of Bloom's Revised Taxonomy
A. Evaluation
B. Analysis
C. Creation
D. Application
Answer: C
Q7
Which domain develops values?
A. Cognitive
B. Affective
C. Psychomotor
D. Behavioural
Answer: B

Q8
Typing is an example of
A. Cognitive
B. Affective
C. Psychomotor
D. Emotional
Answer: C

Q9
Who proposed the Nine Events of Instruction?
A. Bloom
B. Dewey
C. Gagné
D. Skinner
Answer: C

Q10
Which event comes immediately after "Gain Attention"?
A. Practice
B. Feedback
C. Objectives
D. Assessment
Answer: C

SUPER MEMORY TRICKS

Forms of Teaching
2→3→4
2 = Bipolar
3 = Tripolar
4 = Quadripolar

Bloom
RUAAEC
Remember
Understand
Apply
Analyze
Evaluate
Create
Sentence:
"Remember Understanding Always Advances Excellent Creativity."

Affective Domain
RRVOC
Receiving
Responding
Valuing
Organization
Characterization
Sentence:
"Real Readers Value Organized Character."

Gagné Learning Outcomes

VICAM
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
Sentence:
"Very Intelligent Children Achieve More."

Gagné Nine Events

AORCGPFAR
Attention
Objectives
Recall
Content
Guidance
Practice
Feedback
Assessment
Retention

Teaching as Profession
ISASP
Intellectual Activity
Science
Art
Social Service
Profession
 ONE-PAGE RAPID REVISION
Topic Key Point
Dynamic Teaching Flexible teaching
Independent Variable Teacher
Dependent Variable Student Learning
Bipolar Teacher + Learner
Tripolar Teacher + Learner + Curriculum
Quadripolar Teacher + Learner + Curriculum + Technology
Vertical Teacher-centred
Horizontal Learner-centred
Planned Lesson Plan
Unplanned Situation Based
Teaching Behaviour Change
Training Skill Development
Instruction Directions
Development Personality Growth
Indoctrination Imposing Beliefs
Teaching as Science Research Based
Teaching as Art Creativity
Bloom Cognitive, Affective, Psychomotor
Highest Cognitive Level Create
Gagné Nine Events
Teaching Goal Behavioural Change

SUMMARY
• The meaning, nature, and objectives of teaching.
• Dynamic teaching and its variables.
• Forms of teaching (Bipolar, Tripolar, Quadripolar, Vertical, Horizontal, Planned,
and Unplanned).
• The distinction between Teaching, Training, Instruction, Development, and
Indoctrination.
• Teaching as a profession, highlighting its scientific, artistic, intellectual, and social
dimensions.
• Bloom's Taxonomy, which classifies educational objectives into Cognitive,
Affective, and Psychomotor domains.
• Gagné and Briggs' instructional model, emphasizing learning outcomes and the
Nine Events of Instruction.