[Latest] Free UGC NET Physical Education Unit 5 Notes

UGC NET Physical Education Unit 5 Notes

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Professional Preparation

Teaching Methods

Teaching methodology is a very important component of teacher education or instructor training within the realm of teaching as a profession. Before we venture further to look into the essentials of teaching methodology, it is necessary to define some key concepts.

These concepts are teaching, learning and finally teaching methodology. The understanding of these concepts will be crucial for our overall understanding and application of teaching methodology.

Knowledge is like a garden: If it is not cultivated, it cannot be harvested.- Guinean proverb.

Teaching – Some Assumption

It is often assumed that when one knows the subject matter well, then such a person is capable of teaching the subject. For example, a highly skilled carpenter may feel that he can readily instruct others in the skills of his trade by simply showing how he does the work and explaining the ideas and purposes which are involved.

This does not amount to teaching. Many people also mistakenly think that anybody can teach. Perhaps one inordinate precedent which reinforces this thinking is the concept of “untrained teachers”.

We rarely hear of untrained doctors, engineers, architects etc. What makes teaching a profession, like others, is that it has its own principles, ethics and unique practices.

Therefore, not every Tom, Dick and Harry can arrogate to themselves the functions of teaching without undertaking the requisite training in teaching.

Teaching is not simply the presentation of new skills and knowledge to the trainee. It is also not the mere transferring of what the teacher/instructor knows into the hands or minds of the trainee.

Furthermore, teaching is not the same as telling nor is telling synonymous with teaching. Effective teaching means that there are certain things which the teacher must do and other things which the trainees must also do to increase the chances of learning taking place. The teacher has to go through formal, theoretical and practical training.

In addition, the teacher needs to plan his/her activities in order to ensure that trainees can acquire the desirable knowledge and skills. In teaching the process is just as important as the product.

“Tell me and I will forget, show me and I will remember to do it with me and I will know”. This means knowledge is a result of telling, showing and doing “actively” with learners (trainees) in a teaching process.

Focus of Teaching

Teaching focuses on three fundamental elements and processes. These are cognitive, psychomotor and affective processes. All the three are interrelated and it is often difficult to arbitrarily teach only one without unconsciously or subconsciously teaching the other.

1. Cognitive Process – The cognitive process is related to knowledge. It appeals

mainly to our mind or intellect. It is reflected in the acquisition of new ideas or the re-

organization of an existing body of ideas. This knowledge affects our responses and reactions to situations.

2. Psychomotor Process – Refers to skills acquired through the teaching/learning situation. These skills relate to how we learn to co-ordinate and use our hands, heads, legs and other parts of our bodies.

We can manipulate things using our psychomotor abilities such as:-

• Manual (Using hands) skills in Carpentry, Garment-making, Motor Vehicle, Mechanics, Masonry e.t.c.

• Ability to play any or all ball games e.g. Soccer, Basketball, Netball, Rugby, Volleyball e.t.c.

• On becoming effective athletes and gymnastics.

• Undertaking any other trade, skill or craft

3. Affective Process – Affective means feelings and attitudes. Our feelings and attitudes reflect the values we are associated with. Some values are positive and progressive while others are negative and archaic.

Affective teaching seeks to promote positive values and attitudes while at the same time gradually, but systematically chipping at those which are negative and disruptive. Attitudes and values are important in another sense. They greatly influence not only what we do, but also how we do what we do.

Teaching And Training

What would be the difference between teaching and training? Is training the same as teaching and vice versa? The answer to these questions, particularly the second one, is YES and NO.

Yes because training focuses mainly on the practical known as “knowledge how” as differentiated from “knowledge that”, the theoretical (or philosophical knowledge).

But not all training is teaching because in training, the instructor can almost determine with certainty the exact skills and expected behavior of a learner.

That is why we know how a trainee who has acquired desirable skills should behave. But teaching in general travels beyond this. It has to do with making learners creative and critical thinkers with desirable values and attitudes in addition to having requisite skills (Which is an aspect of training).

Guidelines of Teaching

According to Carl Shafer, “effective learning is fostered by masterful teaching.” This means teachers should develop an ability for making complex or difficult material simple enough for their learners. Successful teachers are those who display the following abilities. Good mastery of the subject they teach.

Stimulate and sustain learners’ interest in what they teach.
Use language which learners understand easily.
Break down the content or lesson into simple manageable yet systematic blocks.
Help learners to learn on their own rather than depending wholly on the teacher.
Makes learners creative and critical in order to fully understand the idea, art or skill being taught.
Ability to review, test and confirm, if not apply what has been taught.

Put differently, Shafer has come up with specific guidelines which he refers to as the seven laws of teaching. These laws can be paraphrased as shown below.

A good teacher needs to:

1) Have a clear understanding of the content embodied in the lesson.

2) Makes learners develop interest in the subject matter through effective class management techniques.

3) Uses words and expressions which have common meaning to the learner and teacher alike.

4) Starts teaching the known and proceeds gradually to teach the unknown or more abstract material.

5) Makes learners to think, act and discover new knowledge on their own.

6) Encourages learners to reproduce in their own words what they have learned.

7) Evaluates what has been taught in order to determine its worth and correct any false impression.

Teaching Nature And Objectives

Nature of Teaching

In its broadest sense, teaching is a process that facilitates learning. Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society.

The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession.

In addition to providing students with learning opportunities to meet curriculum outcomes, teaching emphasizes the development of values and guides students in their social relationships.

Teachers employ practices that develop positive self-concept in students. Although the work of teachers typically takes place in a classroom setting, the direct interaction between teacher and student is the single most important element in teaching.

Dynamic, Social & Humane: Influenced by human & social factors

An Art & Science: Exercise of being systematic & including talent & creativity
Diverse in Application: There are various forms of teaching

The most remarkable objectives of teaching are

1. All Round Development of a Learner: The prime objective of teaching is the all-round development of the learner that includes his physical, mental and spiritual or moral development. This objective is the basis of Gandhi’s idea of basic education.

2. Behavior change – The education should be imparted to a learner in such a way that it reflects the attitude, behavior and personality of the learner.

3. Development of Adjustment – The manner of teaching should be such that it makes the pupils feel at home in his class room. The teacher has to ensure that the learner is well adjusted to the environment which includes his classmates, school mates and other members of his society at large.

4. Learner’s Mental Ability – The teacher should take into account the mental ability of the pupils while teaching. This will enable the teacher to make himself more communicative with his students and in turn the students will have a better understanding of what is being taught to them.

5. Transmission of Knowledge – The process of teaching should ensure that the knowledge is transmitted from the teacher to the pupil.

To achieve this objective, the teaching need to be very communicative and the process of teaching should ensure the pupil participation in it. The more the pupil are encouraged to interact with the teacher, the more the chances of transmission of knowledge.

6. Assimilation of Lessons – Teaching does not stop at delivering lectures and giving home tasks to the students. It has to be responsible for the assimilation of what is taught to the students. The manner of teaching should be pleasant enough to make the students grasp whatever they are taught.

7. Friendly Environment – One of the primary objectives of teaching is to make the environment of the place of teaching more friendly and conducive to learning. His all attention should remain focused on the teaching and he should not get irritated with the non-conducive atmosphere of the classroom.

Characteristics of Teaching

Alton-Lee (2003) has provided ten clearly defined and research-supported characteristics of quality teaching –

A focus on student achievement.

Pedagogical practices that create caring, inclusive and cohesive learning communities.

Effective links between school and the cultural context of the school.

Quality teaching is responsive to student learning processes.

Learning opportunities are effective and sufficient.

Multiple tasks and contexts support learning cycles.

Curriculum goals are effectively aligned.

Pedagogy scaffolds feedback on students’ task engagement.

Pedagogy promotes learning orientations, student self-regulation, meta cognitive strategies and thoughtful student discourse.

Teachers and students engage constructively in goal oriented assessment.

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Basic Requirements of Teaching

I. The Teacher: The teacher is an innovator of information and knowledge. He is the creator and transmitter of knowledge, values and ethos to our youngsters for the latter’s physical, mental, emotional and social development.

In the process of teaching-learning, the teacher is the main vehicle, and he knows what is right and what is wrong in the society. The teacher masters his subject and uses an effective language for communication in order to bring a positive change in the behavior of the learner.

Since it is the age of science and technology, the teacher ought to have a sound knowledge of science and technology. He should therefore use the latest means of media communication in the process of teaching.

II. The Learner: The learner is a dependent one and immature. He has to cooperate in the teaching-learning process with the teacher and try to get as much information and knowledge as possible from him.

He must follow the teacher for understanding and getting knowledge. The learners may be categorized as the students of primary schools, elementary schools, secondary schools, senior secondary schools, colleges or universities.

III. The Subject (Topic): The subject is the main concern in the whole endeavor of teaching and learning process. The topic is generally decided by the teacher but the learner can also contribute in deciding a topic, so that a balanced and harmonious development takes place.

It is for the teacher to prepare necessary charts, maps, tables and models that pertain to the decided topic. Media based technological and scientific aids may also be made available by the teacher to make the teaching more interesting and understandable.

IV. The Environment: The learner’s growth and all round development are the main objectives of teaching. This is possible only when there is a suitable environment for the teaching-learning process.

The teacher as such creates such an environment and nurtures the learner in that environment. Learners are not passive objects. For long, the child or the learner was viewed as a natural or given category.

This undermined the importance of the fact that the development of the learner is intimately linked to changes in the socio-cultural and historical conditions in a given society.

Steps of Teaching

In order to make teaching an effective process one needs to follow certain steps. These steps are so important that these cannot be removed from the process of teaching. If a teacher deviates from these steps, the outcome of the teaching may be biased.

1. Planning- Without a plan one cannot proceed in a resolution. In the teaching learning process also a teacher has to make a plan according to the strength of the students, the locality of the school, the environmental conditions of the school and the contents and the subjects he is going to teach.

He has to take into consideration the language that he finds suitable for teaching. The planning includes the gradation of students, as to how many are present in the class, how many are absent, how many are high achieving and how many are mediocre. The teacher has to plan for the arrangement of teaching aids like maps, charts, models, overhead projector etc.

2. Preparation: During the preparation stage, the teacher has to follow the subject or topic systematically. As the present times are times of science and technology,

the presentation must also be scientific in nature for which the teacher may need overhead projectors, slides, TV and video tapes etc. for making his presentation more effective and understandable.

3. Presentation: After preparation, the teacher is prepared to present the topic in the class to the full satisfaction of students and the observer who is there to watch his presentation.

4. Comparison: Comparison is an important characteristic of teaching. It allows a second chance, to all the three participants, the teacher, the learner and the observer to arrange one more programme of teaching-learning in order to remove, any shortcomings found in the first attempt.

Seven Steps of Teaching Snd learning

1. Diagnose the needs of student and create appropriate classroom profile summary power standards multiple intelligence’s formative assessment strategies instructional strategies

2. Create and maintain classroom profiles to record data identifying the standards, formative assessment date(s), summative assessment date(s), and student information reflecting performance on standards

3. Plan engaging lessons three-part lesson (opening, work period, and closing) essential question(s) engaging instructional activities based upon the identified power standards and depth of knowledge

4. Teach the standards using standards-based instruction and ensure the identified instructional activities at the appropriate depth of knowledge level

5. Utilize formative assessment strategies to daily determine if standards taught were mastered and update the classroom profile daily

6. Re-teach, provide additional support, and document response to intervention (RTI) for students who have not mastered the standard(s)

7. Administer a summative assessment to validate that students have mastered the standards and update the classroom profile record. Repeat step two and/or three and follow the process until all power standards have been taught and mastered by all students.

Factors Affecting Teaching

1. Educational qualification of teacher –

Higher qualified teachers can provide high scholarly instructions which can have more effect than a general graduate teacher. Many teachers hold different degrees which is the sign of their higher education qualification. A teacher is just B.A. and other teachers are M.A., M.Ed., PhD, if we compare both, then it is sure that a higher qualified teacher can yield a good teaching result.

2. Skills

Skill is an ability to do any work in a better way. If a teacher has teaching skill then he can provide effective teaching. Often says that teaching is God-gifted but by getting good education training and Psychologizing best educational books, we can get this skill and create better results. In teaching talent we can include following skills

Communication skill of teacher
Taking teaching aids
Technique of teaching
Method of teaching
Human relation skill

3. Experience of Teacher

Experience of a teacher also affects the teaching. After increasing teaching experience, a teacher learns many new things in teaching experience which he can employ in next time teaching. First day teachers may not affect students but after 5 years teaching, a teacher can have more effect on students.

4. Class – room environment

Classroom environment effects also on teaching. This environment is made both by teachers and students. Without both active participation in education, teaching never affects. If the concentration lives in class room and students listen teacher’s voice and teacher also cares the activity of teacher doing interacting with students.

5. Economic Factor

Economic background of teacher and student is also affected teaching. Even salary of teacher effects on his thinking level. Poor and rich students can also classify economically and sometime these factors can effect on effective teaching.

6. Administrative policies of school or college or university

Administrative policies also affect teaching. Teacher wants to instruct in his way but administrative policies are not allowed, so the voice of the teacher can stop and the effect of teaching may slow in the classroom.

7. Subject Matter

Sometimes when a teacher teaches that subject in which he does not specialize, he cannot create any effect through his teaching but the same teacher can teaches his specialized subject in a better way .

8. Parental expectations

What are the expectations of parents on students? This factor can be defined psychologically. If parent wants to frame up his children doctor or engineer and continually stress on student, sometime student may not at that rank, so mentally he can create depression and which can stop effective teaching of teacher.

Methods of Teaching

There are different types of teaching methods which can be categorized into three broad types. These are teacher-centered methods, learner-centered methods, content-focused methods and interactive/participative methods.

(a) Teaching Centered Method

Here the teacher casts himself/herself in the role of being a master of the subject matter. The teacher is looked upon by the learners as an expert or an authority.

Learners on the other hand are presumed to be passive and copious recipients of knowledge from the teacher. Examples of such methods are expository or lecture methods – which require little or no involvement of learners in the teaching process. It is also for this lack of involvement of the learners in what they are taught that such methods are called “closed-ended”.

(b) Learning Centered Method

In learner-centered methods, the teacher/instructor is both a teacher and a learner at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well “so that in his classroom extends rather than constricts his intellectual horizons”.

The teacher also learns new things everyday which he/she didn’t know in the process of teaching. The teacher, “becomes a resource rather than an authority”. Examples of learner-centered methods are discussion method, discovery or inquiry based approach and the Hill’s model of learning through discussion (LTD).

In this category of methods, both the teacher and the learners have to fit into the content that is taught. Generally, this means the information and skills to be taught are regarded as sacrosanct or very important.

A lot of emphasis is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot alter or become critical of anything to do with the content.

An example of a method which subordinates the interests of the teacher and learners to the content is the programmed learning approach.

(d) Participative Method

This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content or teacher.

These methods are driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher. They require a participatory understanding of varied domains and factors.

Four Phase Learning Cycle

1. Introduction: a question, challenge, or interesting event that captures the students’ curiosity.

2. Exploration: the opportunity for students to manipulate materials, to explore, and to gather information.

3. Concept Development: With a common experience to relate to, terminology is introduced and concepts developed in class discussion.

4. Application: This could take the form of an enrichment activity, an opportunity to apply what has been learned, or a test to assess learning.

Specific Teaching Methods

We can now consider a number of specific methods which can be drawn from in the course of classroom instruction. It is however, important to note that the choice of any form of methods should not be arbitrary, but needs to be governed by the criteria we have already examined.

At the same time each method is not fool-proof, but has its own advantages and disadvantages. That is why I would recommend the use of complementary methods rather than one method.

1. Lecture Method

A lecture is an oral presentation of information by the instructor. It is the method of relaying factual information which includes principles, concepts, ideas and all theoretical knowledge about a given topic.

In a lecture the instructor tells, explains, describes or relates whatever information the trainees are required to learn through listening and understanding. It is therefore teacher centered.

The instructor is very active, doing all the talking. Trainees on the other hand are very inactive, doing all the listening. Despite the popularity of lectures, the lack of active involvement of trainees limits its usefulness as a method of instruction.

The lecture method of instruction is recommended for trainees with very little knowledge or limited background knowledge on the topic. It is also useful for presenting an organized body of new information to the learner.

To be effective in promoting learning, the lecture must involve some discussions and, question and answer period to allow trainees to be involved actively.

Preparation And Delivery of lecture

As stated earlier, during the lecture, the trainees merely listen to the instructor. It is therefore very important to consider the attention span of trainees when preparing a lecture.

The attention span is the period of time during which the trainees are able to pay full attention to what the instructor is talking about.

It is estimated to be 15-25 minutes only. It is difficult to hold the trainees attention for a long period of time and careful preparation of lectures is very necessary.

The instructor should have a clear, logical plan of presentation. He/she should work out the essentials of the topic, organize them according to priorities and logical connections, and establish relationships between the various items.

Careful organization of content helps the trainees to structure and hence, to store or remember it. When developing a theme in a lecture, the instructor should use a variety of approaches.

A useful principle in any instruction is to go from the Known to Unknown; from Simple to Complex, or from Parts to a Whole.

Knowing the trainees and addressing their needs and interests is very important. For example, in explaining technical processes the instructor should search for illustrations that will be familiar to the trainees. Unfamiliar technical words should be introduced cautiously.

2. The Discussion Method

Discussion involves two-way communication between participants. In the classroom situation an instructor and trainees all participate in discussion.

During discussion, the instructor spends some time listening while the trainees spend some time talking. The discussion is, therefore, a more active learning experience for the trainees than the lecture.

A discussion is the means by which people share experiences, ideas and attitudes. As it helps to foster trainees’ involvement in what they are learning, it may contribute to desired attitudinal changes.

Discussion may be used in the classroom for the purpose of lesson development, making trainees apply what they have learnt or to monitor trainees learning by way of feedback.

3. The Demonstration Lesson –

“The most effective way to teach an occupational skill is to demonstrate it… one of the two most essential teaching skills is the ability to demonstrate; the other is the ability to explain. Both are vital to the success of either an operation lesson or an information lesson”. Weaver and Cencil in applied teaching techniques.

4. Buzz Groups–

Another method of instruction is the buzz group. During a longer session, the plenary group can break into sub-groups to discuss one or two specific questions or issues.

The room soon fills with noise as each sub-group ‘buzzes’ in discussion. If appropriate, after the discussion one member of each group can report its findings back to the plenary.

Buzz groups can be in pairs, trios, or more depending on the activity. A good buzz session will generate many ideas, comments and opinion, the most important of which will be reported back.

Buzz Groups help trainers as they allow you to: –

Draw your breath
Gauge the mood, by listening to some of the discussions
Change pace of the session
Encourage participants to reflect on what they have learnt and how they might apply it in their work.

5. Brainstorming

The purpose of a brainstorming session is to discover new ideas and responses very quickly. It is particularly a good way of getting bright ideas.

It differs from the buzz groups discussion in that the focus is on generating as many ideas as possible without judging them. In this technique, all ideas are given equal credence.

Participants are encouraged to let ideas flow freely, building on and improving from previous ideas. No idea, however crazy, should be rejected. These ideas are listed exactly as they are expressed on a board or flipchart, or written on bits of paper.

The combination of swiftly generated ideas usually leads to a very animated and energizing session. Even the more reserved participants should feel bold enough to contribute.

The purpose of listing responses is to collect existing experiences and thoughts. It is useful to collect answers to questions when you expect much repetition in the responses.

Teaching Style

• Expert: Similar to a coach, experts share knowledge, demonstrate their expertise, advise students and provide feedback to improve understanding and promote learning.

• Formal authority: Authoritative teachers incorporate the traditional lecture format and share many of the same characteristics as experts, but with less student interaction.

• Personal model: Incorporates blended teaching styles that match the best techniques with the appropriate learning scenarios and students in an adaptive format.

• Facilitator: Designs participatory learning activities and manages classroom projects while providing information and offering feedback to facilitate critical thinking.

• Delegator: Organizes group learning, observes students, provides consultation, and promotes interaction between groups and among individuals to achieve learning objectives.

Teaching Methods

1) Authority, or lecture style: This traditional, formal approach to teaching is sometimes referred to as “the sage on the stage.”

2) Demonstrator, or coach style: This style retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to learn.

3) Facilitator, or activity style: This approach encourages teachers to function as advisors who help students learn by doing. Developer, or group style: This style allows teachers to guide students in a group setting to accomplish tasks and learn what works or doesn’t.

4) Hybrid, or blended style: This approach incorporates different aspects of the various styles and gives teachers flexibility to tailor a personal style that’s right for their coursework and students.

Qualities of A Good Teacher

1. A good lecture should not be too long as to exceed the trainee’s attention span (up to 25 minutes).

2. A good lecture should address a single theme.

3. In a good lecture technical terms are carefully explained.

4. Familiar examples and analogies are given.

5. A good lecture establishes fluency in technical content.

6. A good lecture uses illustrations and examples.

7. A good lecture builds on existing knowledge.

8. A good lecture employs a variety of approaches.

Teaching Aids

Teaching aids assist students in learning. These aids consist of video, audio and hands-on tools to help involve the students and enhance the learning experience.

Students tend to get more involved when learning if teaching aids are implemented into the curriculum. Hands-on aids, such as computers, maps and other tools that require some sort of interaction from the students, have the highest levels of effectiveness.

The tools are designed to involve the students, promote interaction, and promote faster learning and better comprehension. Being able to see, hear or get involved in a topic creates a much better method for learning.

How a teacher chooses to use learning aids in a classroom can vary dramatically. The main factor in the effective use of teaching aids is that a skilled teacher is behind the tools being used.

Need of Teaching Aids

1) Every individual has the tendency to forget. Proper use of teaching aids helps to retain more concepts permanently.

2) Students can learn better when they are motivated properly through different teaching aids.

3) Teaching aids develop the proper image when the students see, hear taste and smell properly.

4) Teaching aids provide complete example for conceptual thinking.

5) The teaching aids create the environment of interest for the students.

6) Teaching aids helps to increase the vocabulary of the students.

7) Teaching aids help the teacher to get some time and make learning permanent.

8) Teaching aids provide direct experience to the students.

The teaching aids used in the teaching can be classified into the following ways:

a. Traditional Aids: Blackboard/chalkboard, books, periodicals.

b. Visual Aids: Objects, picture, map, figure, chart, posters, model, bulletin board, flannel board, globe, graph or any other type of graphics such as| diagrams, cut-outs, cartoons, etc.

c. Mechanical Aids:

i. Audio: Radio, tape recorder, teaching machine.

ii. Visual: Projector, epidiascope, film strips, motion picture, etc.

iii. Audio-Visual: Films, television, video, cassettes, etc. Visual Material Aids: Use of Chart: The most commonly used types of charts include outline charts, tabular charts, flow charts and organization charts. Flip charts and flow charts are also being used.

Importance of Teaching Aids

Teaching aids are important because they create a visual and interactive experience for the students. As the students become more engaged, they are more likely to understand the topic being taught.

Teaching aids play a very important role in the Teaching- Learning process.

Importance of Teaching aids are as follows :-

1) Motivation: Teaching aids motivate the students so that they can learn better.

2) Clarification: Through teaching aids , the teacher clarifies the subject matter more easily.

3) Discouragement of Cramming: Teaching aids can facilitate the proper understanding to the students which discourage the act of cramming.

4) Increase the Vocabulary: Teaching aids help to increase the vocabulary of the students more effectively.

5) Saves Time and Money

6) Classroom Live and active: Teaching aids make the classroom live and active.

7) Avoids Dullness

8) Direct Experience: Teaching aids provide direct experience to the students

Types of Thinking

Thinking skills are the mental process involved in processing information. There are four types of thinking skills: convergent or analytical thinking, divergent thinking, critical thinking and creative thinking.

We use these skills to help us understand the world around us, solve difficult problems and puzzles, make logical choices and develop our own values and beliefs.

1. Convergent thinking –

Convergent thinking is the process of coming up with the best answer to a question using our memory, resources around us, or logic.

Convergent thinking is very commonly used for standardized and multiple choice tests. The key elements required to be a skilled convergent thinker are: speed, accuracy and logic.

2. Divergent thinking –

Divergent thinking is the exact opposite of convergent thinking. It involves coming up to solutions, paths forward or new ideas when there is no single correct answer.

3. Critical Thinking-

Critical thinking involves analyzing something in order to form a judgment about it. A critical thinker does not take the assumptions of a topic for granted. Instead, the thinkers ‘critiques’ what they are viewing using their available intellectual knowledge.

4. Creative Thinking

Creative thinking involves thinking about a topic in unusual, unconventional and alternative ways to generate new ideas about an established topic.

A creative thinker will try to address an issue from a perspective that hasn’t been used before.

5. Analytical thinking

An ability to separate a whole into its basic parts in order to examine the parts and their relationships. People with this type of thinking are great problem-solvers and have a structured and methodical way of approaching tasks.

6. Concrete thinking

More often than not, these types of thinkers prefer to think, comprehend and apply factual knowledge. It is about thinking of objects or ideas as specific items, rather than as a theoretical representation of a general concept. It involves practical thinking only, always literal, and to-the-point.

5. Abstract thinking

An ability to relate seemingly random things with each other and make the connections that others find difficult to see.

People with this type of thinking pay attention to the hidden meanings behind things relating them to other items, events, or experiences. Abstract thinkers usually can observe things as theories and/or possibilities.

Reflexes

A reflex is an involuntary and nearly instantaneous movement in response to a stimulus. The reflex is an automatic response to a stimulus that does not receive or need conscious thought as it occurs through a reflex arc. Reflex arcs act on an impulse before that impulse reaches the brain.

Conditioned Reflex

Like many great scientific advances, Pavlovian conditioning (aka classical conditioning) was discovered accidentally.

During the 1890s, Russian physiologist, Ivan Pavlov was researching salivation in dogs in response to being fed.

Pavlov predicted the dogs would salivate in response to the food placed in front of them, but he noticed that his dogs would begin to salivate whenever they heard the footsteps of his assistant who was bringing them the food.

Types of Thinking

Thinking skills are the mental process involved in processing information. There are four main types of thinking skills: convergent or analytical thinking, divergent thinking, critical thinking and creative thinking.

We use these skills to help us understand the world around us, solve difficult problems and puzzles, make logical choices and develop our own values and beliefs.

1. Convergent thinking –

Convergent thinking is the process of coming up with the best answer to a question using our memory, resources around us, or logic.

Convergent thinking is very commonly used for standardized and multiple choice tests. The key elements required to be a skilled convergent thinker are: speed, accuracy and logic.

2. Divergent thinking –

Divergent thinking is the exact opposite of convergent thinking. It involves coming up to solutions, paths forward or new ideas when there is no single correct answer.

3. Critical Thinking-

4. Creative Thinking

Creative thinking involves thinking about a topic in unusual, unconventional and alternative ways to generate new ideas about an established topic. A creative thinker will try to address an issue from a perspective that hasn’t been used before.

5. Analytical thinking

6. Concrete thinking

More often than not, these type of thinkers prefer to think, comprehend and apply factual

knowledge. It is about thinking of objects or ideas as specific items, rather than as a

theoretical representation of a general concept. It involves practical thinking only, always literal, and to-the-point.

5. Abstract thinking

An ability to relate seemingly random things with each other and make the connections that others find difficult to see. People with this type of thinking pay attention to the hidden meanings behind things relating them to other items, events, or experiences. Abstract thinkers usually can observe things as theories and/or possibilities.

Curriculum And Syllabus

The word “curriculum” began as a Latin word which means “a race” or “the course of a race”, “career” (also “a fast chariot, racing car).

The first known use in an educational context is in the Professio Regia, a work by University of Paris, professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582.

By the seventeenth century, the University of Glasgow also referred to its “course” of study as a “curriculum”, producing the first known use of the term in English in 1633.

By the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study (as for a degree in surgery) and particular courses and their content.

By 1824, the word was defined as”a course, especially a fixed course of study at a college, university, or school.”

Definitions –

• Kerr defines curriculum as ” the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school.”

• Braslavsky states that curriculum is an agreement among communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines “why, what, when, where, how, and with whom to learn.”

• Smith (1996, 2000) says that, “a syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied.

Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit.”

Through the readings of Smith, Dewey, and Kelly, four types of curricula could be defined as:

o Explicit curriculum: subjects that will be taught, the identified “mission” of the school, and the knowledge and skills that the school expects successful students to acquire.

o Implicit curriculum: lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture, the unintended curriculum.

o Hidden curriculum: things which students learn, ‘because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements.

Hidden curriculum, if its potential is realized, could benefit students and learners in all educational systems. Also, it does not just include the physical environment of the school, but the relationships formed or not formed between students and other students or even students and teachers (Jackson, 1986).

o Excluded curriculum: topics or perspectives that are specifically excluded from the curriculum.

It may also come in the form of extracurricular activities.

According to Smith, a curriculum can be ordered into a procedure:

Step 1: Diagnosis of needs.

Step 2: Formulation of objectives. Step 3: Selection of content.

Step 4: Organization of content.

Step 5: Selection of learning experiences. Step 6: Organization of learning experiences.

Step 7: Determination of what to evaluate and of the ways and means of doing it.

Need and importance of curriculum development (or construction)

Curriculum development is a purposeful activity.
It is undertaken to design or redesign for the realization of certain specific educational objectives.
The curriculum is the heart of the student’s college/school experience.
The curriculum should be reviewed and revised on a regular basis so that it is able to serve the changing needs of both students and society.
The following points iterate the needs and importance of curriculum development.

Curriculum model –

A curriculum model, then, is the tool that helps those who write and develop curriculum guides. They provide a reason for the choices made in teaching.

Curriculum models have five areas they define:

1. Focus- subject or student. Where is the emphasis?

2. Approach – traditional or modern. What type of instruction will be used?

3. Content – topic based or content based. How will units or strands be written?

4. Process – formative or summative. How will assessments be used?

5. Structure – system, linear or cyclical. How often does the curriculum get reviewed?

Syllabus

A syllabus is a lesson-by-lesson guide of your class so you can show students, administrators, and colleagues what you plan to teach in a marking period.

A summary outline of a discourse, treatise, or course of study or of examination requirements.

Steps of Making Syllabus

You can portion the syllabus creation process into 10 steps:

1. List your class’s name and fficial course code (if applicable)

2. Fill in basic course information

3. Create a course goal

4. Note and describe who you are

5. Note all needed materials

6. Create a class calendar

7. Include your school’s academic calendar, religious calendars, and your personal calendar

8. Include major assessment and project due dates

9. Include off-campus field trips and calendar exceptions

10. Note any policies that differ from school policies

11. Note grading systems, scales, and curves

12. Create statements on academic integrity and etiquette 10.Review your syllabus

Evaluation Process

Evaluation is a systematic determination of a subject’s merit, worth and significance, using criteria governed by a set of standards.

It can assist an organization, program, design, project or any other intervention or initiative to assess any aim, reliable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed.

The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.

It is long term and done at the end of a period of time.

Teaching Evaluation

Teacher evaluation is defined as a systematic procedure for reviewing the performance of a teacher in a classroom and analyzing the review to provide constructive feedback for the teacher’s professional growth.

Importance of Teacher Evaluation –

• Improve the performance of teachers by evaluating them at regular intervals of time.

• Assignment of precise ranks to all the teachers according to their respective abilities and contribution.

• Unproductive teachers can be asked to quit and efficient teachers must be hired to maintain a quality of education.

• Collection of feedback to make well-informed decisions about appraisals and promotions.

• Creating a job description for prospective teachers.

• A school’s management is responsible for the all-round growth of their teachers and thus, the main purpose of conducting teacher evaluation is to empower all the teachers who contribute towards imparting education to their students in the best possible manner.

• The principal or management is in charge of empowering the teachers to perform better in the same manner as the teachers are responsible to empower the students.

• A teacher performs better in case the management communicates and appreciates his/her work which contributes to continuous improvement in their performance.

Types of Evaluation

1) Formative

o Definition

Evaluates a program during development in order to make early improvements

Helps to refine or improve a program

o Uses- When starting a new program

To assist in the early phases of program development

o Examples- How well is the program being delivered?

What strategies can we use to improve this program?

2) Summative

o Definition

Provides information on program effectiveness
Is conducted after the completion of the program design

o Uses- To help decide whether to continue, end, or expand a program

o Examples

Should funding continue for this program?
Should service expand to other after-school programs in the community?

3) Process

o Definition

Focuses on program implementation
Determines whether specific program strategies were implemented as planned

o Uses

To determine why an established program has changed over time
To address inefficiencies in program delivery
To accurately portray program operations to outside parties (e.g., for replication elsewhere)

o Examples

Did your program meet its goals for participant recruitment?
Did participants receive the specified number of service hours?

4) Outcomes

o Definition

Focuses on the changes in comprehension, attitudes, behaviors, and practices that result from program activities
Can include both short- and long-term results

o Uses

To decide whether an activity affected participants’ outcomes
To establish and measure clear benefits of the program

o Examples

Did your participants report the expected changes after completing a program cycle?
What are the short- or long-term results observed among (or reported by) participants?

5) Impact

o Definition

Focuses on long-term, sustained changes as a result of program activities, both positive and negative and intended and unintended

o Uses

To influence policy
To see impact in longitudinal studies with comparison groups

o Examples

What changes in your program participants’ behaviors are attributable to your program?
What effects would program participants miss out on without this program?

Evaluation Phases And Processes

In general, evaluation processes go through four distinct phases: planning, implementation, completion, and reporting. While these mirror common program development steps, it is important to remember that your evaluation efforts may not always be linear, depending on where you are in your program or intervention.

Planning

The most important considerations during the planning phase of your project evaluation are prioritizing short and long-term goals, identifying your target audience(s), determining methods for collecting data, and assessing the feasibility of each for your target audience(s).

Implementation

This is the carrying out of your evaluation plan. Although it may vary considerably from project to project, you will likely concentrate on formative and process evaluation strategies at this point in your efforts.

Completion

Upon completion of your program, or the intermediate steps along the way, your evaluation efforts will be designed to examine long term outcomes and impacts, and summarize the overall performance of your program.

Reporting and Communication

In order to tell your story effectively, it’s critical for you to consider what you want to communicate about the results or processes of your project, what audiences are most important to communicate with, and what are the most appropriate methods for disseminating your information.

Purpose of Evaluation

In broader sense, the purpose of evaluation is classified with two categories –

1) Educational Purpose of Evaluation – it comes in dealing with

Learning
Teaching
Curriculum

2) Administrative purpose – it comes in dealing with –

Society
Parents
Educational System

Also Learn UGC NET Physical Education Unit 8 Notes Research Methodology

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UGC NET Physical Education Unit 5 Notes MCQ And Question

1. Which programme was launched to prevent child trafficking and rescue children from persons who try to engage them in begging, sexual trade and antisocial activities?

1. Kilkaari

2. Muskaan

3. Rahat

4. Khusz

5. Savitri

Answer: 2

2. Which of the following mentioned portals & sub- programmes were created underSarva Shiksha Abhiyan (SSA) ?

Shagun Portal
Padhe Bharat Badhe Bharat
Rashtriya Avishkar Abhiyan (RAA)
Vidyanjali
All of the above

Answer: 5

3. Consider the following statements about Pradhan Mantri LPG Panchayats:

1. Each such panchayat brings

together about a hundred womenLPG customers on an interactive platform to discuss safe and sustainable usage of LPG.

2.One lakh such panchayats will be conducted across India before 31st March 2019.

4. Which of the statements given above is/are correct?

1 only
2 only
Both 1 and 2
Neither 1 nor 2

Answer: 3

5. The ‘Startup India Yatra’ is an initiative that is related to

Development of startup ecosystems in villages.
The search for entrepreneurial talent in Tier-2 and Tier-3 cities.
Awareness workshops on the Startup India Initiative being held at technical universities across the country.
Startup India Hub’s international bilateral cooperation with countries having strong startup ecosystems.
None of the above

Answer: 2

6. Consider the following statements about Ujwal DiscomAssurance Yojana:

It targets reducing the aggregate losses from power theft to 15% by 2019.
An envisaged impact of the scheme is increased demand for power.
The Central Government will not include the discom debt taken over by States as per the above scheme inthe calculation of fiscal deficit of respective States for the financial years 2015-16 to 2019-20.

Which of the statements given above is/are correct?

1 and 2 only
2 and 3 only
1 and 3 only
4. 1, 2 and 3

5. None of the above

Answer: 1

7. What does ‘S’ stand for in SATH,an initiative by the government of India to initiate transformation in the Health and Education Sectors by associating with states?

Sustainable
Social
Societal
Supervisory
None of the above

Answer: 1

8. What does “G ” stand for in GOBAR Dhan Yojana which is an ambitious scheme of the government of India to manage and convert cattle dung and solid waste from farms and fields to useful compost and biogas?

Gross
Global
Galvanising
Government
Goal

Answer: 3

9. Which of the following Cities is not one of the list of HRIDAY Schemewhich is aimed at preserving and developing Cities of Heritage Importance in the country?

Dwarka
Mysore
Badami
Mathura
Amritsar

Answer: 2

10. What is the name of the web portal developed by the National University of Educational Planning and Administration (NUEPA) to enable schools to evaluate their performance in 7 key domains underthe prescribed framework?

Shaala Siddhi
Shaala Darpan
e-PATHSHALA
Kala utsav
None of the above

Answer: 2

10. GIAN is an initiative aimed at tapping the talent pool of scientist and entrepreneurs internationally by collaborating Indian institutes of Higher Education in India with Foreign academics. What does “I” stand for GIAN?

Initiative
Interconnection
Intelligency
Intercommunication
Intelligence

Answer: 1

11. What is the full form of the SWAYAM – an indigenous IT platform for hosting the Massive Open Online Courses (MOOCs)?

School Website of Active Lesson for Youth Aspiring Minds
Study Webs of Active Learning For Young Aspiring Minds
Student Website of Active interaction for Young Aspiring Minds
Swayam Website of Approachable learning for Youth aspiring minds
None

Answer: 2

12. Which programme was launched, on the 140th birth anniversary of Sardar VallabhbhaiPatel, with the objective of promoting greater mutual understanding amongst States & UTS?

Rashtriya Ekta Shivir
Ek Bharat Shrestha Bharat
Unnat Bharat
All of the above
None of the above

Answer: 2

13. Which campaign is launched tomake nationwide efforts to strengthen Panchayati Raj and through it, boost social harmony in the villages, promote rural development and foster farmers‘ welfare & livelihoods of the poor?

Gram Uday se Bharat Uday Abhiyan
Gram Vikas Se Bharat Vikas Abhiyan
Gram Se Hi Bharat Vikas Abhiyan
Gram Uday Se Bharat Vikas Abhiyan
None of the above

Answer: 1

14. Swachh yug campaign involves intensifying support to how many States to make all villages along the banks of the Ganga, Open Defecation Free (ODF)?

Five
Four
Six
Three
Two

Answer: 1

15. Jal Marg Vikas project of Inland Waterways Authority of India(IWAI), plans to reach LNG (liquefied natural gas) to Nepal via in UP?

Varanasi
Jaipur
Gazipur
Mirzapur
Dwarka

Answer: 1

16. Under Swachh Swasth Sarvatra , financial assistance of rupees will be given to the community health centers so that they can be strengthened to meet the standards of sanitation, hygiene and infection control?

20 lakh
10 lakh
25 lakh
15 Lakh
30 lakh

Answer: 2

17. Which campaign was launchedby NITI Aayog under which students from Class 6th to Class 12th will learn innovation skills and develop ideas that will go on to transformIndia at Atal Tinkering Labs?

Mentor India Campaign
Atal India Campaign
Vision India Campaign
Badhe Bharat Campaign
Atal Bharat Campaign

Answer: 1

18. NITI Aayog has launched whichprogram to initiate transformation inthe education and health sectors with the State Governments.?

SATH Program
Shiksha aur Swasthya Program
SETU Program
Shiksha Shivir
None of the above

Answer: 1

19. Ministry of Women and Child Development and the Department of Electronics and Information Technology (DeitY) have developed awebsite to exchange information on missing and found children. What is the name of the website?

Khoya Paya Web Portal
Khokar Pakar Web Portal
Khusiya Pakar Web Portal
Khoj Khusiya Web Portal
None of the above

Answer: 1

20. What is the name of an electronic platform for no child labour developed by the LabourMinistry?

Hausala
PENCIL
Lakshya
Bal Shram
Save India’s Future

Answer: 2

Final Words

From the above article you must have gained knowledge about UGC NET Physical Education Unit 5 notes Professional Preparation hope that with the help of these notes you will be successful.