Volume - 1

Teaching & Research Aptitude,

Comprehension & Communication
 SET
S.N. Content P.N.
UNIT – I TEACHING APTITUDE
1. Teaching 1
2. Learner’s Characteristics 12
3. Factors Affecting Teaching 16
1.
4. Methods of Teaching in institutions of Higher Learning 21
5. Teaching Support System (Teaching Aids) 25
6. Evaluation Systems 30
7. Practice Questions 63
UNIT – II RESEARCH APTITUDE
1. Research 74
2. Method of Research 81
3. Steps of Research 85
2. 4. Research Ethics 90
5. Thesis Writing 93
6. Dissertation Thesis & Article Writing 99
7. Practice Questions 118
UNIT – III COMPREHENSION
3. 1. Reading Comprehension 128
UNIT – IV COMMUNICATION
1. Communication 145
2. Effective Communication 153
4. 159
3. Barriers of Effective Communication
4. Mass Media and Society 164
5. Practice Questions 170
 Chapter Analysis

UNIT - 1

Teaching Aptitude
Chapter 1 2 3 4 5 6
Questions 2 1 1-2 1 1 1-2

 Weightage from the examination point of view : Min 5 MCQ to Max 9-

11 MCQ.
 Statement-based & assertion Reason based questions being asked
from this unit.
 This is one of the most important unit for NTA UGC NET Exam.
 Students must practice all PYQs after reading important concepts
covered in this book.

Key Points
 Statements by Famous
Researcher
 Objectives of Teaching  Cognitive Domain
 Teaching Learning  Different Teaching Strategies
Environment  SWAYAM, Swayam Prabha &
 Bloom’s Taxonomy MOOC Platform
 Individual Differences  Types of Evaluation System
 Adolescent & Adult Learner’s  Choice Based
Characteristics  Credit System
 1 Teaching Aptitude
UNIT

Chapter -1
Teaching
When a person imparts information or skills to another, it is common to describe the action as teaching.
Imparting may mean to share experiences or communicating information, for instance, lecture. Teaching
is regarded as both an art and science. As an art, it lays stress on the imaginative and artistic abilities of
the teacher in creating a worthwhile situation in the classroom to enable students to learn. As a science,
it sheds light on the logical, mechanical or procedural steps to be followed to attain an effective
achievement of goals. Different educationists hold different ideas regarding the concept of
Teaching. “Teaching is intimate contact between a more mature personality and a less mature one which
designed to further the education of the latter”. Morrison (1934) and Dewey (1934) expressed this
concept of teaching by an equation. “Teaching is learning as selling is to buying”.

According to Morrison
“Teaching is a disciplined social process in which teacher influences the behaviour of less experienced
Pupil and helps him to develop according to needs and ideas of society”.
According to Smith- “Teaching is an organised system of specific activity aim to help the learner, to learn
Something “.
There are 3 processes involved in teaching: -
1. Agent or source producing the learning
2. Goal or the target to be achieved
3. Intervening variables

According to Gage (1963)

“Teaching is a form interpersonal influence aimed at changing the behaviour potential of another
person”.
Types: -
1. Autocratic method – (Teacher centric)
• Teacher decides everything
• No feedback between more mature & less/no mature one.
2. Democratic Teaching – Best Method
• Definition- Student centric
• Feedback is always done
3. Laissez – Faire Teaching – Put your hands off
• Teacher is not concerned with students.
• Teacher is expecting that students do everything by their own.
• This method is subject centric.

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Basic Teaching Models (2019)
Pedagogy Model
Pedagogy relates to the learning journey of children & involves best practices to help children learn
Effortlessly.
Pedagogy is referred to as the science of teaching and impacts the learning processes of students. It is
Focused on building on the previous knowledge of the students. In this, the teacher plays a major role
To go ahead in the syllabus and solve the problems. It encourages the students to learn concepts and
Apply them in real-life situations apart from their books.
Pedagogy is a way of imparting knowledge and skills in the educational context. It plays a very
Important role in the early education of children. The teachers must make sure that the students are in
a good learning atmosphere for better learning outcomes.
Andragogy Model
Andragogy is a learning theory for adults who learn by themselves. It means that the student is self
driven and does not require much guidance. They make use of various resources which help them get
through major challenges and issues in learning. In this format students' experience of learning plays an
important part and helps them to improve in the subject.
It cannot be said that there won't be any role of a teacher but the guidance will be limited to discussing
their experiences and progress and understanding problem solving.
• Four Main Aspects of Andragogy-
1. Learners must be involved in their planning and evaluation.
2. The subjects must be based on real-life to drive the learners.
3. Must have experience in learning.
4. The learning process of students should be problem-centric.

Characteristics of Teaching (2012, 2017, 2019, 2021)

The characteristics of teaching are as follows -
1. Teaching is an effective interaction between teacher and students.
2. Teaching is both arts as well as science. Teaching is an art as it calls for the exercise of
talent and creativity. Teaching as science involves a repertoire of techniques,
procedures and skills, that can be systematically studied, described and improved. A good teacher is
one who adds creativity and inspiration to the basic repertoire.
3. Teaching has various forms, like formal and informal raining, conditioning or indoctrination, etc.
4. Teaching is dominated by the skill of communication.
5. Teaching is a triploid process; the three poles are, educational objectives, learning experiences
and change in behavior.
6. Teaching should be well planned and the teacher should decide the objectives methods of teaching
and evaluation techniques.
7. Teaching is suggesting and not dictating.
8. Good teaching is democratic and teacher respects the students, encourages them to ask questions,
answer questions and discuss things.
9. Teaching provides guidance, direction and encouragement to the students.

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10. Teaching is a cooperative activity and teacher should involve students in different classroom
activities, such as organization, management, discussion, recitation and evaluation of results.
11. Teaching is kind and sympathetic, and a good teacher develops emotional stability among children.
12. Teaching is remedial, and the teacher must solve the learning problems of students.
13. Teaching helps children to make adjustments in life.
14. Teaching is a professional activity that helps to bring about harmonious development of children.
15. Teaching stimulates students’ power of thinking and directs them towards self-learning.
16. Teaching can be observed, analyzed and evaluated.
17. Teaching is a specialized task and may be taken as a set of component skills for the realization of a
specified set of instructional objectives.
Teaching Style
1. Formal Authority
2. Demonstrator
3. Facilitator
4. Delegator
1. Formal Authority
• Autocratic i.e. [Teacher centered]
• Focus on content only
• Teacher gives into a student receives.
2. Demonstration of Personal model Teaching
• Teacher centered
• Focus on Demo & modeling
Ex. lab experiment
• Teachers give demonstration and Students learn from them. Students are allowed only to view
3. Facilitator
• who support / help in completion of task
• focus on activity
• Student centered, Example: Students done experiment in the lab by their own.
• Done group activities for student collaboration, active learning and problem solving.
• Activity is learning through role-play, games etc.
4. Delegator
• have control or responsibility of learning on students (single / group)
• Ex. - school Projects made by students only. Teachers give only topics.
• used in higher education
• Teacher work as consultative role, is help students in problem solving only.
Different levels of Teaching (2014, 2015, 2018 -2022)
The teacher has to choose the level of teaching based on the concepts and the intensity of the subject
matter. A teacher takes different roles in a classroom based on the situation. Let us explore the levels of
teaching.
We all know that teaching is a purposeful activity. Through teaching, a teacher brings a desirable change
in the learners. Both the concepts of teaching and learning are interrelated to each other. The
development of the all-round personality of the learner is the final goal of teaching and learning. During
teaching, an interaction takes place between an experienced person (teacher) and an inexperienced one
(student). Here the main aim is to bring change in the behavior of the student.
Teachers teach students at three levels. They have to keep in mind about the developmental stage of
the learners so that desired educational objectives can be achieved.

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These Three Levels are as Follows -
1. Memory level- Thoughtless teaching
2. Understanding level- Thoughtful teaching
3. Reflective level- Upper thoughtful level

1. Memory Level of Teaching (MLT)

• The objective of the Memory Level of teaching is just to impart information or knowledge to the
learner. This knowledge or information is factual in nature, which is acquired through a
mechanical process (i.e. memorization or rote learning).
• Memory Level of teaching covers only the knowledge-based objective of Bloom's taxonomy
where the students learn to identify, recall or remember the objects, events, ideas and concepts
and retain them in memory.
• Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.
(A) Memory level by Herbart
o Initial stage of teaching (Base) (Lowest level)
o Rote learning Ex Nursery class me bacho ko A, B, C, D, ratta marwate hai.
o Stimulus - Response is done
o Evaluation is done oral and written.
o It does not improve intelligence and increase students capability but is required for other
types of teaching levels.
(B) Important Points of Memory Level of Teaching (MLT)
o It is supported by Herbart Theory of Appreciation, which states that this level of teaching
seeks the learner to acquaint himself with the relationship between the facts and
symbols.
o It is the first stage of teaching to get factual information. Useful for children in the lower
classes because of their intellect is under development and they have a rote memory.
o MLT aims to get factual information, to train memory, to retrain the learning material in-
memory storage, to reproduce and recognize the learned information when required
o Teacher dominated methods are used- like drill, review, and revision and asking
questions.
▪ The evaluation system mainly includes oral, written, and essay-type examinations.
▪ Good memory includes rapidity in learning, stability of retention, rapidity in recalling,
and ability to bring only desirable contents to the conscious level.
▪ Memory level teaching acts as the first step for understanding and reflective levels of
teaching. It is a pre-requisite for understanding level teaching.
(C) Merits/ Advantages Memory Level of Teaching
o Useful for young children
o Useful for the acquisition of facts, information of models and structure
o Help children learn a new concept
o Useful for slow learners

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 (D) Demerits / Disadvantages of Memory Level of Teaching
o Not suitable for higher classes
o Use of rote memory
o Dominance of teacher
o Little interaction in the classroom
o No room for initiation and self-learning for the students
o Not intrinsic motivation
o Problem of classroom management
o Loss of recall and retention.
2. Understanding Level of Teaching (ULT)
• It comes in between the memory level and reflective level. This stage of teaching involves a
moderate level of thoughtful behaviour. It is a pre-requisite for the reflective level teaching-
learning, which requires the use of higher mental processes. The term "understanding" literally
means to comprehend, to grasp, and to have knowledge of, to learn, to interpret and to infer,
etc.
• Morrison very clearly stated that understanding is not merely being able to recall something; it is
not mere generalization deduced from specific facts; it is an insight into how it may be used in
future situations. Morrison asserted that the outcome of all teaching is 'Mastery' and not
memorization of facts. He proposed a unit plan, each unit representing an insight which is
relatively complete in itself.
• Understanding level teaching (ULT)
• Develop intellectual behavior
• Memory + insight
• Evolution method = written + objective
• Means perceive the meaning your lifetime.
Example: - In MLT we rote everything and never try to get the meaning but in ULT we try to
understand the meaning of every word and try to use them.
• So, it is somehow based on MLT.
• Focus on mastery of subject (subject centric)
(A) Important Points
o Morrison is the main proponent of understanding level of teaching.
o It is 'memory plus insight' as it goes beyond just memorizing facts.
o It focuses on the mastery of the subject.
o It makes pupils understand generalizations, principles, and facts.
o It provides more and more opportunities for the students to develop 'intellectual
behaviour'.
o It provides an active role for both the pupil and the teacher for the assimilation of facts.
o The evaluation system mainly includes both essay and objective-type questions.
(B) Merits/ Advantages of Understating Level of Teaching (ULT)
o Effective learning
o Development of different cognition abilities
o Sets stages for entering into the Reflective Level of Teaching
o Effective classroom interaction

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 (C) Demerits or Disadvantages of Understanding Level of Teaching (ULT)
o Ignores higher cognitive abilities
o Less emphasis on intrinsic motivation
o No individualized learning
o Teacher centered
3. Reflective Level of Teaching (RLT) (2016)
• This Level of teaching is the highest level of teaching # learning activity. It is the stage of learning
when students do not merely repeat and revise or answer the questions as asked for; nor do they
only understand, learn, interrelate or interpret the concepts but also, they ponder upon,
contemplate and pay serious thoughtful consideration to the presented contents.
(A) The main objectives of Reflective Level of Teaching are
o To develop insight into the learner to solve problems.
o To develop rational and critical thinking in the students. To develop the ability of
independent thinking and decision making in the students.
(B) Important Points
o Hunt is the main proponent of reflective level of teaching.
o It is the highest level of teaching and includes both TILT and MIT Select Language
o It is problem-centric approach of teaching.
o It is the highest level of teaching and includes both ULT and MLT.
o It is problem-centric approach of teaching.
o The students are assumed to adopt some sort of research approach to solve the problem.
o Classroom environment is to be sufficiently 'open and independent. The learners are self-
motivated (intrinsic) and active.
o The aim is to develop the reflective power of learners so that they can solve problems of
their lives by reasoning, logic, and imagination, and lead successful and happy lives.
o The pupil occupies the primary place and teacher assumes the secondary place.
o Essay-type test is used for evaluation. Attitude, belief and involvement are also evaluated.
(C) Merits or Advantages of Reflective Level of Teaching (RLT)
o It is the most thoughtful mode of operation.
o Learner-centered approach
o Development of problem-solving ability
o Useful for gifted children.
o Provides maximum flexibility
o Self-motivation
o Development of creativity
(D) Demerits of Reflective Level of Teaching
o It is not suitable for lower classes
o It is a time-consuming process.
o It is not applicable for dull students.
o There is an excess burden to the teach
(E) Reflective level (RLT) - or Introspective level
o Problem centered - Teaches how one can solve - real life problems.

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 o Based on ULT + MLT (Student Centric)
o Open and independent in class environment.
o Attitude + belief + involvement is evaluated mostly using essay type.
o Ex. In SSC and other exams, we have to write an essay. This is because examiner wants to
know our mentality, thinking level.
o Highest level- Thinking deeply about something
o Role of teacher is Democratic
Effective Teaching Practices
Maxims of Teaching
A maxim is a ground rule or fundamental principle that has evolved over a period of time. It is a guide
for future action or behavior. Teaching has also its own set of maxims, which have been discussed below
create.
1. From simple to complex - The teacher should Start with simple things and ideas and these can be
done with day-to-day examples, if possible. Then gradually, a teacher can move towards concepts
and technical terms. This creates interest among learners to acquire new knowledge. This is helpful
in better retention.
2. From known to unknown - This is related to first maxim. Retention is always better if new knowledge
can be linked with the known one.
3. The students should be imparted knowledge about the present and then they can understand the
past and the future better
4. From concrete to abstract call and the mental development of students happen better with the
concrete objects, they become familiar with and define micro words for them at a later stage.
5. From particular to general - The students should be presented with examples first and then general
laws and their derivations can be explained to them. The experiments and demonstrations serve this
purpose.
6. From whole to part in fact school be changed - Gestalt psychologists have proved that we first see
the whole object and then its parts. For example, we first perceive the tree and then its trunk,
branches, leaves etc. Thus, the introduction or overview of the topics is important
7. From indefinite to definite nothing - The teacher should help to transform indefinite knowledge into
definite one and aim to clarify the doubts of students
8. From psychological to logical - During initial stages, psychological order is more important, whereas
for grown up learner’s logical order is emphasized more.
9. From analyses to synthesis Initially the students have little or vogue knowledge about the topics
follow stop analyses means dividing problems into its constituent parts, and then these are studied
very nice synthesis means to understand by connecting the knowledge acquired through analyzing
the parts full stop a teacher should use analytics very nice synthesis means to understand by
connecting the knowledge acquired through analyzing the parts. A teacher should use analytic-
synthetic method
10. Follow nature - It means to regulate the education of a pupil according to his nature
11. Training of senses - The types of sensors, like side, hearing Kumar test Kumar smell and touch are
gateways to knowledge. It is better if all are maximum of these sensors can be applied in teaching.
12. Encouragement to self-study - Dalton’s system is based on self-study

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Bloom’s Taxonomy (2019, 20, 21, 22)
• Bloom’s Taxonomy is a categorization that defines different levels of intelligence including thinking
learning, and understanding. Institutes make use of bloom’s taxonomy to improve curriculum
assessments, and teaching methods.
• Originally introduced in 1956, Bloom’s taxonomy was a concept created by Mr. Benjamin Bloom
along with Mr. Edward First, Mr. Max Englehart, Mr. David Krathwohl and Mr. Walter Hill. The
concept or rather the educational model has categorized the levels of education as well as the skills
that need to be imparted whenever a teacher teaches something.

Three Domains of Bloom's Taxonomy

1. Cognitive Domain
In the cognitive domain of Bloom’s taxonomy, the major focus is given to the development of
knowledge and intellectual skills. As per the complexity, there are six sub-heads of the cognitive
domain.
(i) Knowledge - Gaining knowledge about facts, figures, and basic concepts.
(ii) Comprehension - Understanding the facts gathered during the knowledge stage.
(iii) Application - Applying the knowledge and the concepts in the best way possible.
(iv) Analysis - Analyzing the application, making conclusions, and understanding relationships
between the different aspects of the application.
(v) Evaluation - Judging and defending conclusions about the information generated from the
application.
(vi) Creation - Creating new results by planning, designing, developing the actual application.

2. Affective Domain 2005

This domain of Bloom's taxonomy deals with the feelings and the emotions associated with the
passage. It contains complex ideas and conscience, phenomena, and characters. Thus, it deals with
Attitude, motivation, willingness to participate, valuing what is being learned and ultimately
incorporating the values of discipline into a way of life. It asks for better student participation. The
main aspects of the affective domain are as follows -
• Reception - Willingness to listen.
• Response - Willingness to participate.
• Values - Willingness to participate willingness to be involved.
• Organization - Willingness to be involved willingness to be an advocate of an idea.
• Characterization - Willingness to change one’s behavior or way of life.
3. Psychomotor Domain
The psychomotor domain of bloom’s taxonomy deals with coordination, sensory organ movement,
and the physical movement of the body of a student. Basically, it deals with the acquisition of
technical skills. A great practice is required to be good at these skills. The physical act of driving,
playing the keyboard, guitar, are major examples of the psychomotor domain.

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• Providing Learning Guidance
• Eliciting Performance
• Providing Feedback
• Assessing Performance
• Enhancing Retention and Transfer
1. Gaining Attention (Reception)
Begin the learning session by gaining the attention of the learners. Ensure the learners are motivated
to learn and participate in activities by presenting a stimulus to gain their attention. This can be
accomplished by presenting the learners with an introductory activity that engages the learner.
2. Informing Learners of the Objective (Expectancy)
After gaining their attention, inform the learners of the learning objectives to help them understand
what they will be learning during the session. State what the learners will be able to accomplish
during the session and how they will be able to use the knowledge in the future. This allows the
learners to organize their thoughts on what they will learn and help place them in the proper mind
set.
3. Stimulating Recall of Prior Learning (Retrieval)
Help the learners make sense of new information by relating it to something they already know or
something they have already experienced. To accomplish this present the learner with an experience
or cue that stimulates their prior knowledge. Make connections between what they are learning, and
their previous learning. When people learn something new, it is best to correlate the new information
with related information or topics they have learned in the past.
4. Presenting the Stimulus (Selective Perception)
Present the learner with the new information using learning strategies to provide effective and
efficient instruction. Organize and chunk content in a meaningful way. Provide explanations after
demonstrations.
5. Providing Learning Guidance (Semantic Encoding)
Offer the learner guidance by providing coaching on how to learn the skill. Give examples and advise
of strategies to aid them in the learning content and of resources available to them. Also, provide
guidance using cues, hints, and/or prompts to help them understand and remember what they are
learning.
6. Eliciting Performance (Responding)
Let the learner do something with the newly acquired behavior, skills, or knowledge. Provide them
with practice activities to activate the learning process. This activity allows the learner to internalize
the new information (skills and knowledge) and to ensure correct understanding and application of
the knowledge/concepts.
7. Providing Feedback (Reinforcement)
After the learner attempts to demonstrate their knowledge, provide immediate feedback of learner's
performance to assess and facilitate learning. This is also a good time to reinforce any important
points.
8. Assessing Performance (Retrieval)
In order to evaluate the effectiveness of the instructional events, administer a test the learner to
determine if the expected learning outcomes have been achieved. Performance should be based on
previously stated objectives.

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9. Enhancing Retention and Transfer (Generalization)
Give the learner resources that enhance retention and transfer of knowledge so that they are able
to internalize the new knowledge and enhance his or her expertise. Repeated practice with effective
feedback is the best way to ensure that people retain information and use it effectively.

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 CHAPTER - 2
Learner's Characteristics (2012, 16, 17, 18, 19)
• Learning is strongly based on intellectual level, cognitive ability, perception, personality
& attitude of a learner.
• Learners are bound to get influenced by social arena, cultural habits & willingness of
person to adopt change.
• Can be identified by collecting info based on, their cognitive, academic, emotional & social

Characteristics (4 heads of learners)

1. Related to memory, mental pressure a problem solving etc.
2. Emotional - include mood swings, self-consciousness etc.
3. Personal age, gender, language, maturation etc.
Categories of Learner’s Characteristics
• Social & personal quality.
• Growth & development.
• Willingness to learn.
• Interest & attitude of learner.
• Easily adjustment to change.
• internal motivation.
• Social- cultural background.

Characteristics of Adolescent learner (2019, 2020)

Academic Social
• Demand the relevance in learning & what is • Modeling behavior after that of older
being taught. students, parents’ other adults etc.
• Moving from concrete to abstract thinking. E.g. we try to copy the behavior of people
• High achievement when challenged & engaged. around us.
• Prefers active over passive learning • At this age, we by to make a social position
experiences. (image)
• Interest in interacting with peers during • Adolescent learners love to make groups of
learning activities. with people having some big or mentality.
Emotional • Adolescent always feel frightened by MSE &
• Mood swings that are unpredictable. always thinks what will happen next.
• High energy & is se ye bad activity me bhi • linking gads & being interested in popular
involve ho jate hai. culture.
• Needing to release energy with sudden E.g. Bollywood of Hollywood attacks us at this
outburst of activity. eg game playing ese hi age.
kudna ete jis se inki energy use hogi Desire to
become independent & search you adult
identity & acceptance.

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Emotional 2017, 2018, 2019, Cognitive
• Sell consciousness & being sensitive to • An understanding of complexity of moral
personal criticism. issues E.g. A very famous moral issue is that
• Concern about physical growth & maturity. we say "If a cat cross over your path, then you
• Belief that their personal problems, feelings & should stop you’re a while". Every adolescent
experiences are unique to themselves. learner focusses on such things & started
• Overreacting to ridicule embarrassment & questioning.
rejection. • Interested in democracy.
• An intense curiosity & wide range of • Impatient with the pace of change in society,
intellectual pursuit that are for long term. family etc. They want to get things changed in
(cognitive) a fast way & according to them, all these
• We have to control & direct adolescent changes are very easy to accept.
learners & this is done by family and teachers. • Ability to be self-reflective that means they
implement everything.

Characteristics of Adult Learners Academic (2018, 2020)

Academic Social
• Require big picture view of what they are • Prefer a learning community with whom they
learning. They need to know how small parts can interact & discuss questions & issues.
fit into larger landscape. • Many learners have family issues &
o Adult Learners know how to get big things responsibilities, it affects their learning.
if we start preparing today. • Want to be treated with respect.
• Are result oriented. They have specific • There is no need to control & direct adult
expectations for what they will get out of learners.
learning & if they know that goal then
definitely, they will give up.
Academic Emotional
• • If not, they will give up like this. • Prefer a sense of control & self-direction.
• Prefer practice rather than listening to • They like options & Choice in their learning
lectures. environment.
Cognitive • May acquire psychomotor skills more slowly &
• Take responsibility for their own success in have more - difficulties reading small font &
failure. images.
• Pre-self-motivated & ready to earn & are • Adults may year a subject, have anxiety or feel
more intellectually stable. anger about forced changes in job
• Are autonomous & self-directed. responsibility.
• Want to apply new know ledge & skill • They like to gain competence in workplace
immediately. skill as it boosts confidence & self-esteem.
• Adjustment to change - Not easy.

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Individual Differences
• Rate of development is not same for all individual.
• Learning is most effective when differences in learner’s language, culture, social behavior are taken
into a/c.
• ID is the weave rate of growth & development among individuals.
• Major Factors of Difference in Individuals
o [Heredity & Environment] with the help of these two factors, it becomes easier for us to find
individual differences.
• Heredity Types
o Physical condition - tells us about reacting time speed of action etc. Born handicapped (Deaf, no
leg / arm etc.)
Aptitude & Special Talent
Talent in music, acting, science etc.
• Gender, e.g. males are aggressive, etc. Females are passive, sensitive etc.
• Age
• Temperament
E.g. 1 A is emotional in every situation & B is not so it may create difference in learning speed & other
factors.
E.g. 2 Stability + maturity + negative and positive mentality i.e. person with negative thinking will not
be able to cope up but person with the thinking learns fast. Somehow it is related to heredity.
Introversion Extroversion
Eg. Calm personality Eg. Loud, talkative person.
• Introversion like to work in peace, quite & with less contact of people.
• Extroversion enjoy interaction & always want to lead a group, like teamwork.
1. Effort Making Capacity - It may be different in two individuals.
E.g. person A makes an effort to learn driving but person B don't. so there results will be different.
2. Criminal Tendency - If person has criminal background then you sure A’s mind always work on a
different path.
That why A’s learning will be slow.
Environment Type
1. Family Background.
2. Community Background.
3. School Background.
• Teacher should be sensitive to individual differences.
• It is wrong to expect uniformity in students.
• Not everyone has equal level of capabilities.
(CTM)
• All student cannot be benefited by particular method or instruction so a teacher should focus to
change on his methods of teaching so that no student will suffer.
• A teacher must work to maximize the growth of each child.

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Learner's Characteristics (2018)
Learner's characteristics can be
• Psychological Personal - related to demographic info like age, gender, language, status, background
etc. skills, disability etc.
• Academic - related to education like learning goals, prior knowledge, education type and level etc.
• Social/Emotional related to individual person in a group, eg place of individual in a group, social
ability, self image, mood etc.
• Cognitive - related to things as memory, mental prosodic and intellectual skills which determine, how
a learner think, remember and solve problems in brain.
• Based on Human Behavior.
• Related to thoughts, feeling, idea, knowledge.
• Habit of Readiness, Exercise, Effect.
• Absence of anger and jealousy
• Slow beginning, gradual development.

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