Teaching
Aptitude
´ Learning
, meaning, characteristics & basic requirements
´ Factors affecting learning
´ Learning to learn
´ Knowledge management
Learning – Meaning & Definition
Learning is the change in behaviour, that takes place through
practice and experience. It is the change in behaviour for better or worse.
‘Learning is not acquiring knowledge or skill by mere
mechanical repetitions. It is a process in which the learner organises
different elements and experiences to reach a particular goal’.
- Skinner
Characteristics of Learning
´ Learning is purposeful.
´ It takes place
through experience.
´ It had wide
scope. [ habit formation, development of attitude, interest, etc.]
´ Learning has
social orientation.[ Development of a Social citizen ]
Basic Requirements of Learning
´ Motivation
´ Proper study
habits
´ Suitable
learning experience
´ Favourable
& conducive learning environment.
´ Proper linking
with previous knowledge.
´ Availability of
reference material.
´ Adoption of
suitable methods & techniques.
´ Self reflection
Learning to Learn
Learning to learn means learning how to learn.
Ø Observing
Ø Classifying
Ø Measuring
Ø Communicating
Ø Using number
relations
Ø Special
relations
Ø Inferring
Ø Predicting
Ø Making
operational definitions.
Ø Formulating
hypotheses
Factors Affecting Learning
´ Physiological factors
It
include how people feel, their physical health, and their levels of fatigue at the time of learning, the quality of the
food and drink they have consumed,
their age, Atmospheric conditions etc.
´ Psychological factors
such as mental ill-health or mental tension,
motivation, creativity, interest, aptitude,
attitude and conflict.
´ Environmental factors
Learning
is hampered by bad environmental conditions such as distraction, noise,
poor illumination, bad ventilation, overcrowding and inconvenient seating
arrangements.
´ Teaching Methods
Use
Teaching methods that should encourage learners active participation. Such as project method, problem solving, etc. Methods
should possess good teacher pupil
interaction.
Knowledge Management
Knowledge management (KM) is the combination of
organizational culture, strategic goals, individual needs, and the expertise of
its people to create an atmosphere of learning and growth. Knowledge management
is the explicit and systematic management of intellectual capital and
organizational knowledge as well as the associated processes of creating,
gathering, organizing, retrieving,
leveraging, and using intellectual capital for the purposes of improving
organizations and the people in them. The goal of knowledge management is the
effective sharing of knowledge throughout an organization for the benefit of
the organization or the individual.
ADMINISTRATIVE APTITUDE
´ Qualities of A Teacher
´ Professionalism
of A Teacher
´ Planning and
Administration
´ Educational
management, Organization, Supervision,
´ Characteristics
of effective management.
Qualities of A Good Teacher
´ Physical Qualities
Good Personal Appearance
Good Physical Health
Clear & Pleasant Voice.
´ Moral Qualities
Friendliness
Sympathy
Understanding
Honesty
Sincerity
Impartiality
´ Psychological Qualities
Tactfulness
Intelligence
Patience
Self Control
Sound mental health
´ Executive
Qualities
Initiative & Resourcefulness
Organising & Directive Capacity
´ Professional Background
Professional Attitude
Professional Training
Desire for Improvement
´ Sound Knowledge
of the subject Matter
´ Relationship
with pupils
´ Relationship
with Colleagues
´ Relationship
with community
Role of The Teacher
First and foremost duty
of a teacher is to imparting information to learners.
´ Teacher as
Organiser
´ Teacher as
Prompter
´ Teacher as
Resource or Consultant
´ Teacher as
Communicator
´ Teacher as
Controller
´ Teacher as
Stage setter & Facilitator
´ Teacher as A Guide
´ Teacher as
Evaluator
Professionalism of A Teacher
Profession may be defined as “ An occupation based upon
specialised intellectual study and training, the purpose of which is to supply
skilled services and to advise others for a definite fee or salary.
Professional Qualities of A
Teacher
v Deep knowledge in the subject matter
v Expertise in
teaching
v Possessing
sound professional ethics
v Dedication
into the profession
v Use of
technology & new innovations in teaching.
Ways of Professional Development
´ Pre-service Education : The education for the teachers before entering into
service. Eg. D.Ed. [TTC ], B.Ed.. M.Ed., etc.
´ In-service
Education : The training
programmes conducted for teachers while they are in service. UGC, NCERT, SCERT,
DIET, SSA, etc
Programmes
for Professional Development
q Seminars
q Workshops
q Orientation
Courses
q Refresher
Courses
q Summer
Institutes
q Cluster
Meetings
Educational
Management
‘Educational management
is the theory and practice of the organisation and administration of existing
educational establishments and systems.’ - Terry Page
Functions of Educational
Management
F Planning
F organising
F Staffing
F Directing
F Controlling
School Organisation
School organisation is a type of structural unit in which
Teacher, Headmaster, school inspectors and other people participate in school
activities.
Elements
of School Organisation
Daily routine of the school Discipline
Examination Inspection
Work of office Level
of Teachers
Level of school Educational
Projects
Plants Building
Hostels Teaching
aids
Play ground
Selection of A Site for The
School
| School should be located in a congenial and pleasant
environment.
| It should not
be near to a factory, a market, a bus stand,
a railway station or any such crowded place.
| It should not
be at some low lying area which may be filled up during the rainy season.
| It should not
be situated on the main road.
| There should be
provision of electricity, water , hospital, post office, bank , etc.
| Qualities of An Ideal Principal / Head of The Institution
| Able
Administrator
| A Good Scholar
| A Democratic
leader
| A Disciplined
Man
| Role model for
others.
| Influential
Personality
| An Efficient Leader
| Know the value
of human relations.
Role of
Principal / Head of The Institution
â As A Teacher
â As An
Administrator
â As A Supervisor
â As An Inspector
â As A Leader
â As An Organiser
â As A Coordinater
â Roll in
Curriculum Implementation
â Roll in
Maintaining Discipline
â Role in Overall
Development
Maintenance of Records
Admission Records Attendance
Registers
Fee Registers Time
Table Records
Examination Registers Correspondence
Records
Stock Registers Purchase
Records
Registers Regarding
Parents Progress Reports
Visitors Book Log
Book
School Calendar
Time Table
Time table is a detailed plan showing the schedule of time
allotment to various subjects and activities.
Types of Time Table
Class Time Table
Teacher’s Time Table
Master Time Table
Principles of Time
Table Construction
Principle of Variety
Principle of Fatigue
Principle of Justice
Principle of Rest &
Recreation
Principle of Flexibility
Building
School & Community Relationship
® Parent Teacher Association [ PTA ]
® Celebrating
festivals & days of national importance
® Film shows
& Exhibitions
® Organising
Community living Camps
® Conducting
social services
® Community
participation in important decision making events
® Utilisation of
Community Resources
® Conducting
Field Trips
Psychological
Foundations of Education
N Educational Psychology
N Concept of
learning, Learning theories and their application
N Individual
differences
N Guidance and
Counselling
EDUCATIONAL PSYCHOLOGY
Educational psychology is the study of all aspects of human behaviour from infancy to adulthood so
as to help pupils to lead a meaningful life.
Educational psychology studies the development of personality
and the role played by the family, play groups, schools, and community in this
regard.
Learning
Theories
F Behaviourist Theories
Pavlov’s
Classical Conditioning
Thorndike’s Theory of Trial & Error
Skinner’s operant Conditioning
F Coginitive Theories
Gestalt Theory of Learning
Lewin’s Field Theory
Piaget’s Cognitive learning Theories
Bruner’s Cognitive Assumption
Ausubel’s Meaningful Verbal learning theory
F Social Theories of Learning
Social
Learning Theory of Bandura & Walters.
Vygotsky’s Social Constructivism
PAVLOV’S CLASSICAL CONDITIONING
´ Pavlov – Russian – psychological Nobel prize winner
´ It is possible
to induce fear as well as remove fear in a child by conditioning.
´ Conditioning
means modification of the relation between a natural stimulus and natural
response.
´ This theory
helps in conditioning good habits, make teaching – learning effective, to
develop interest and positive attitude.
Thorndike’s
Theory of Trial And Error
§ Theory of Connectionism was put forward by Thorndike
§ This theory has
given importance to the use of practice , drill and repetition , and has
highlighted the psychological importance of reward and praise.
§ Thorndike’s
laws of Learning
Law of Readiness
Law of Effect
Law of Exercise
Skinner’s
Operant Conditioning
´ Operant conditioning is also known as instrumental
conditioning.
´ In the process
of operant conditioning, operant responses are modified by reinforcement.
´ He points out
operant behaviour & respondent behaviour.
´ He carried
experiments on hungry rat and pigeon.
´ He gives
importance to operant behaviour.
Gestalt
Theory of Learning
Ø Gestalt psychologists are – Max Wertheimer, Wolfgang
Kholer, Kurt Lewin, & Kurt Koffka.
Ø The term
Gestalt is from German which means, the whole, or the totality of a situation –
learning by insight.
Ø According to
Gestalt theory of learning , what step should a teacher take to facilitate
insight require to solve a problematic situation is help the learner to
perceive the situation , in its totality.
Lewin’s
Field Theory of Learning
| Field is a psychological concept, it consists of the
individual and his psychological environment.
| The
psychological environment is called life space.
| Learning is a
behaviour change , a locomotion from one region of life space to another.
| Forces that
helps him to move towards the goal are driving forces.
Piaget’s
Cognitive Learning Theory
v Schemas are bits of informations , stored in our
cognitive structure.
v Cognitive
development follows 4 sequential stages.
Sensory motor stage.
Pre- operational stage
Concrete operational stage
Formal operational stage
Bruner’s
Cognitive Assumption
´ Jerome S. Bruner , an American Psychologist.
´ His famous book
is The process of education.
´ Bruner
recommends learning by inductive reasoning.
´ Bruner
recommends 3 modes of representations – Enactive, Iconic & Symbolic.
´ Bruner
recommends spiral curriculum.
Ausubel’s Theory of Meaningful
Verbal Learning
: He promotes meaningful verbal learning by supressing
or avoiding rote learning.
: Ausubel argues
that expository instruction if efficiently performed can result in meaningful reception / verbal
learning.
: For the
development of meaningful verbal learning , he originated a model of teaching
called Advance Organiser Model.
Vygotsky's
Social Constructivism
º Social Constructivism was developed by Lev Vygotsky.
º He proposed
that social interaction profoundly influences cognitive development.
º Zone of Proximal Development : It is the
gap between level of actual development and level of potential development.
º Scaffolding –
it is the help given by an adult , peers, experts, teacher, etc. for the
child's development.
Individual
Difference
¯ The difference among individuals , that distinguish
them from one another and make each one an unique individual is called
individual difference.
¯ Areas of
Individual Difference :
Physical difference
Emotional Difference
Intellectual Difference
Social & Moral difference
Difference in Aptitude
Difference
in Interest
Difference in Beliefs
Difference in Attitude
Theories of Intelligence
ñ Unitary Theory / Monarchic Theory
ñ Multifactor
Theory / Anarchic Theory – E.L.Thorndike.
ñ Two factor
Theory – Spearman
ñ Group Factor
Theory – Thirstone
ñ Guilford ‘s Structure of Intelligence.
ñ Multiple
Intelligence – Howard Gardner
Visual/ Spatial Intelligence
Verbal / Linguistic Intelligence
Logical / Mathematical Intelligence
Bodily / Kinaesthetic Intelligence
Musical / Rhythmic Intelligence
Inter
Personnel Intelligence
Intra Personnel Intelligence
Naturalistic Intelligence
Guidance
& Counselling
´ Guidance is a process through which an individual is helped to
guide himself while solving a problem that needs immediate solution.
´ Types of
Guidance are : Educational Guidance, Vocational Guidance & Personal
Guidance.
´ Counselling is a series of direct
contacts with the individual which aims to offer him assistance in changing the
attitude & behaviour.
´ Types of
Counselling are : Directive counselling, Non- Directive Counselling &
Eclectic Counselling
PHILOSOPHICAL
FOUNDATIONS OF EDUCATION
Origin of
The Term Philosophy
The term Philosophy comes from the Greek word ‘Philosophia’
which is the combination of two words Phileo [ Love ] & Sophia [ Wisdom ].
Thus the literal meaning of philosophy is “Love of Wisdom”
Education & Aims of
Education
“ Education is the creation of a sound mind in a sound body
“
-
Aristotle
Aims of
Education
ü Knowledge Aim
ü Vocational Aim
ü Harmonious
Development Aim
ü Complete Living
Aim
ü Character Aim
ü Individual Aim
ü Social Aim
Scope of
Philosophy in Education
H Metaphysics : It deals with
nature of reality. It tries to answer the question what is real ? The spiritual
world or materialistic world.
H Epistemology : It focus on our knowledge of reality. It concerned
with the various aspects of knowledge and its acquisition.
H Axiology : It is concerned with values. It has two divisions.
Ethics – It is concerned with what is good / bad, right / wrong, virtue /vice
,etc. Aesthetics – it is the inquiry into the nature of what is beautiful or
ugly and why it is so ?
BUDDHISM
´ The works of Buddhism are described as Tripitakas - Sutta Pitaka , Vinaya Pitaka &
Abhidamma Pitaka.
´ The 4 noble truths
Earthly life is full of misery [ Dukha Sathya ]
Desire is the cause of misery [ Samudhaya Sathya ]
Removal of desire can end misery [ Nirodha Sathya ]
Path of liberation [ Marga Sathya ]
´ Eight Fold Path to Nirvana
Right Faith Right
resolve
Right Speech Right
Action
Right Living Right
Effort
Right Thought Right
Concentration
´ Pabbaja Ceremony – At the age of 8
´ Upasampada
Ceremony - At the age of 20
APPROACHES TO EDUCATION
´ IDEALISM
´ NATURALISM
´ PRAGMATISM
´ REALISM
´ HUMANISM
IDEALISM
´ To the idealist , mind and soul are more important
than matter and body.
´ Knowledge is
through the activity of mind not through senses.
´ No importance
to flesh , only to spirit.
´ Chief exponents
are : Plato, Kant , Hegel, Swami Dayananda, Rabindra Nath Tagore , Mahatma
Gandhi, Aurobind Ghosh.
´ Stress on
spiritual environment
´ Stress on
disciplining the child
´ Emphasis on
bookish knowledge
´ Teachers have
supreme power
Naturalism
q Naturalism advocates that education should be a
pleasurable activity for children.
q Method of
teaching must be inductive
q Education
should encourage spontaneous self activity of students.
q Chief exponents
are : Bacon, Comenius, Spencer, Huxley & Rousseau.
q Aim of
education is self expression.
q Schools should
be located in natural surroundings.
q Scientific Subjects occupy more significant.
q Froebel’s Kindergarten, Montessori Method, Tagore’s
Shanti Niketan & Neill’s Summer Hill are orgined from naturalism.
Pragmatism
þ The word Pragmatism was orgined from the Greek word ‘Pragmatigos’
which means Action
þ Project method
is the gift of Pragmatism.
þ Teaching methods
are based on learning by doing.
þ Its emphasis on
action rather than on thought.
þ Chief exponents
are : C.S.Pierce, William James & John Dewey.
þ Pragmatism
encourages a democratic way of learning through purposeful and co-operative
projects and activities.
Realism
Ê It is concerned with the study of the world we live
in.
Ê According to
realism, the external world is a reality.
Ê Aim of
education is to learn the art of living.
Ê Chief exponents
are : Aristotle, John Locke, etc.
Ê The teacher is
only a guide to the children.
Great Thinkers
Pestalozzi [ 1746 – 1826 ]
v Born in
Switzerland
v His work were
How Gertrude teaches her children, Book for Mothers, Mother and Child, etc.
v His teaching
was based on concrete objects rather than on abstract verbalism.
v Instruction is
to be imparted by way of observation and graded activities.
Plato [ 427 B.C. – 347 B.C ]
´ Plato was born in Athens.
´ Main
publications are : The Republic, The Laws, Protagoras and Symposium.
´ The aim of
education are inculcation of virtue and citizenship, development of the body
and soul, etc.
´ Plato
established his centre of knowledge named “The Academy”, this may be considered
as the first University of West.
Jean
Jacques Rousseau [
1712 – 1778 ]
[ He was born in Geneva.
[ He was
naturalist.
[ His main
Publications are : The Progress of Arts and Sciences, The New Heloise, The
Social Contract, Emile, etc.
[ Education is
the process of developing into an enjoyable, rational, harmoniously blended,
useful & natural life.
[ Negative
education is self education. It is the education of the sense organs and the
body with the help of play grounds not through class room.
[ In ‘ Emile’ ,
he tries to show how the evils of the society can be eradicated by education.
Friedrich
Wilhelm August Froebel [
1782 - 1852 ]
J He was born in Germany.
J He was an
idealist and naturalist at the same time.
J The aim of
education is to enable the child to realise the
unity principle. Self activity is the method of education.
J His main
Publications are : The education of man, The pedagogies
of Kindergarten, Mother’s Play and Nursery
Songs, Education & Development, etc.
J Kindergarten
means Children’s Garden. Songs , Movements
& Construction form the essence of kindergarten
Dr. Maria
Montessori [
1870 – 1952 ]
® She was born in Italy.
® Education
should cater to the complete unfolding of the child’s development.
® Her main
publications are : The discovery of the child, Education for a new world, The
Secret of Education, Child Training, The Child’s Place & education,
Reconstruction in Education, The Montessori Method, The Advanced Montessori
Method, etc.
® Education of
the senses is the most salient feature of her educational system.
John
Dewey
[ 1859 – 1952 ]
Ø He was born in Vermount in New England.
Ø He emphasised
the importance of science and scientific methods as central in the governing of
human affairs of all kinds.
Ø Main
publications : The School And Society, The school and The child, School of
tomorrow, Education today, Democracy And Education, moral Principles of
Education, etc.
Ø He gives
importance to pragmatism in education.
Paulo
Freire
[ 1921 – 1997 ]
¦ He was born in Brazil
¦ Education
should promote the culture of freedom, by means of which men and women can deal
with their environment critically and creatively.
¦ Main
Publications are : Pedagogy of the oppressed, Cultural Action for Freedom,
Education for critical consciousness, The politics of education, Pedagogy of
Hope, Pedagogy of Freedom, etc.
¦ Critical
Pedagogy – is an educational approach for developing critical consciousness in
the learner.
¦ Problem posing
education – it is an alternative method of education for existing banking
concept of education.
Swami
Vivekananda [ 1863
– 1902 ]
´ He was born in Calcutta.
´ Education is
the manifestation of perfection already in man.
´ The aim of
Education should be to give positive education to the children
Rabindra
Nath Tagore [
1861 -1941 ]
¹ He was born in Calcutta.
¹ Freedom,
Creative Self Expression and active communication with nature and man are three
cardinal principles of his educational philosophy.
¹ Main
Publications are : My School, Sadhana, Greater India, The Gardener, Creative
Unity, Personality, Fruit Gathering, etc.
¹ Shantiniketan
established in 1901
¹ In 1921 it was
renamed as Viswa Bharathi
Mahatma
Gandhi
[ 1869 – 1948 ]
¯ Gandhiji is the great Apostle of non-violence.
¯ Main
publications are : My Experiments with Truth , Commentary in Bhagvath Gita.
¯ To him God is
Truth, love , morality, fearlessness, are the source of light and life.
¯ His Wardha
Scheme of education was a revolt against
the book-centred, examination oriented, system of education.
¯ His educational
philosophy is known as Basic Education
¯ Basic education
is a new work oriented method of teaching.
Sri
Aurobindo Ghosh [
1872 – 1950 ]
v He was born Calicut.
v Aim of
education is the awakening and development of spiritual being.
v Main
Publications are : The Human Cycle, Renaissance in India, Foundation of Indian
Culture, On Education, A system of nation al education, etc.
v His educational
system is named as Integral Education.
Education Commissions Under
British Rule
´ Charter Act 1813 – Christian missionaries.
´ Macaulay’s
Minutes 1835 – Lord Macaulay
´ Wood’s Despatch
1854 – Charles Wood [ Magna Carta of Indian Education ]
´ Hunter
Commission 1882 – William Hunter
´ Indian
University Commission 1902 – Raleigh
´ Sadler
Commission or Calcutta University Commission 1917 – Michel Sadler.
´ Hartog
Committee Report 1929 – Philip Hartog
´ Abbot – Wood
Report 1937 – Sargent Report 1944 – Sir John Sargent.
Education
In Post Independent India
University
Education Commission [
1948-49 ]
ü Dr.S.Radhakrishnan was the chairman.
ü Important
Recommendation is the total school course should be of 12 years, and the university courses should be spread over 3
years.
Secondary
Education Commission [1952]
ñ Dr.A.L.Mudaliar was the chairman
ñ Duration of
school course should be reduced fro 12 to 11 years.
ñ Curriculum
should include 3 languages Mother tongue, Hindi & English.
Indian
Education Commission [ 1964 -1966 ]
´ Dr.S. Kothari is the chairman of the education
commission.
´ Programmes for
educational transformation are : Science education, Work Experience, Vocational
education, Common school, Social and national service, common school, social
and national service, language policy, part–time and own time education.
New
Education Policy [1986]
Ø National policy on education 1968 was the basis for
new education policy.
Ø It aimed to
promote national progress, a sense of common, citizenship and culture and
strengthen national integration.
Articles
Relating to Education
¨ Articles 28 – Freedom as to attendance at religious
instruction in certain educational institutions.
¨ Article 29 –
Protection of interest of minorities.
¨ Article 30 –
Right to minorities to establish and administer educational institutions.
¨ Article 45 –
Provision for free and compulsory education for children.
¨ Article 46 –
Promotion of educational and economic interest of scheduled caste, scheduled
tribes and other weaker sections.
Innovation,
Technology & Evaluation
Models of
Teaching
b Teaching models are just instructional designs.
b Bruce Joyce
& Marsh Weil collected more than 24 teaching models In their book ‘Models
of Teaching’.
b Families of
Teaching Models
The Information Processing Family
The Personal Family
The Social Family
The Behavioural Systems Family
Elements
of Teaching Model
N Syntax – Different phases in a lesson.
N Social system –
Structure of learning environment / classroom.
N Principle of
interaction – Styles of interaction to be followed by the teacher.
N Support system
– Use of teaching aids and other facilities for the attainment of objectives.
The
Information Processing Family
Models of this family focus on the intellectual capacity of
the learner.
õ Concept
Attainment Model –Jerome S Bruner
õ Inductive
Thinking Model – Hilda Taba
õ Inquiry
Training Model – J Richard Suchman
õ Advance
organiser Model – David Ausubel
õ Memory Model –
Jerry Lucas
õ Cognitive
Development Model – Jean Piaget
õ Biological
Science Inquiry Model – Joseph Schwab
The
Personal Family
Models including this family indents for the personal
development of the Learner.
] Non-directive
Teaching Model – Carl Rogers.
] Synetics Model
– William J J Gordon
] Awareness
Training Model – William Schutz and George Brown
] Classroom
Meeting Model – William Glasser.
The
Social Family
It gives emphasis to the relationship of the individual with
the society.
J Group
Investigation Model – Herbert Thelen
J Role Playing
Model – Fannie & George Shaftel
J Jurisprudential
Inquiry Model – Donald Oliver
J Laboratory
Training Model – National Training Laboratory
J Social
Simulation Model – Cybernetic Psychologists
J Social Inquiry
Model – Thelen, Oliver, Sharer
The
Behavioural Systems Family
It emphasis on the change in observable behaviour of the
learner.
v Contingency
Management Model – B.F.Skinner
v Self Control
Through Operant Methods – B.F.Skinner
v Stress
Reduction Model – Joseph Wolpe
v Desensitisation
Model – Rimm & Masters
v Assertive
Training Model – Wolpe, Lazarus
Audio – Visual Aids
The main purpose of using Audio – Visual aids in classroom is
to clearly covey the content & to
make effective learning
TYPES of
TEACHING AIDS
1.
Projected
Aids
2.
Non- Projected Aids
3.
Activity Aids
Projected
Aids
´ Over Head Projector
´ Slide Projector
´ Films &
Film Projector
´ Film strips
& Film Strips projector
´ Episcope &
Epidiascope
´ Television
´ Computer
´ L.C.D Projector
Non-
Projected Aids
q Graphic Aids
Graphs
Diagrams
Charts
Map
Posters
Cartoons
Comics
Flash Cards
Pictures and Photographs
q Display Board
Black Board
Roll-up
chalk board
Bulletin Board
Peg Board
Flannel board
q Three
Dimensional Aids
Models
Objects
Specimen
Moke –ups
Diorama
Puppets
Globe
Activity
Aids
è Excursions & Field Trips
è Exhibitions
è Demonstrations
è Dramatization
è Museum
è Planetariu
EDUSAT
¯ EDUSAT stands for Educational Satellite
¯ Launched on 20th
September 2004
¯ Support
education at low cost
Micro Teaching
e It was first adopted by Dwight W Allen at Stanford
university [USA] in 1961.
e It was a
teacher training technique
e It is a scaled
down teaching encounter on class time and class size.
e Micro teaching
Cycle includes plan, teach, feedback, replan, reteach , refeedback.
e Core Teaching
Skills are :
Skill of Introducing A Lesson
Skill of Using Black Board
Skill of Stimulus variation
Skill Illustrating With Example
Skill Of Fluency in Questioning
Skill of Explaining
Skill of Posing Probing Questions
Skill of Reinforcement
Hardware & Software Approach
º Hardware approach is derived from Physical science & application of
Engineering Principles in Education.
º Its is the
application of mechanical devices like T.V., Radio, Computers, Projectors in
teaching – Learning process.
º Software
Approach is derived from
application of Behavioural Science.
º It is the
application of scientific, psychological & pedagogical principles in
Education.
Multi – Media & Multi Sensory
Approaches
´ Use of more than one media in teaching learning
process is known as multi media approach.
´ It is the
process of using more than sensory organs for receiving the new information
taught by the teacher.
Evaluation
´ Evaluation is a systematic process of collecting and
interpreting, evidence of students progress. It is a continuous process.
´ Comprehensive
Evaluation : It include evaluation of all aspects of a child, i.e., curricular,
co-curricular & personality/social qualities.
´ Continuous
Evaluation : Valuation of pupil’s performance through out the academic year,
i.e. projects, assignment, class test, seminars, field study, debates, etc.
´ Terminal
evaluation : Evaluation of the performance of the students at the end of a
term.
Types of
Tools & Techniques of Evaluation & Qualities Required for It
õ Tools
Achievement test
Anecdotal Records
Cumulative Record
Checklist
Rating Scale
Questionnaire
õ Techniques
Observation
Interviews
Case Study
Sociometry
´ Qualities
Validity
Reliability
Objectivity
Discriminating Power
Utility
Comparability
Objective Basedness.
Value
Based Education
Ø Values are described as the socially defined desires
and Goals that are internalised through the process of a conditioning, learning
and socialisation.
Ø Traditional
Indian Values are , Dharma, Spirituality, Simplicity, Tolerance, Non-violence,
etc.
Ø Constitutional
Values are , Democracy, Socialism, Secularism and Equality of opportunity.
Ø Programmes for
developing Values :
Community prayers, camps.
Health & Cleaning Programmes
SUPW
Cultural & Recreational Activities.
Citizenship Training Programmes.
Social
Service Programmes
Bloom’s
Taxonomy of Instructional Objectives
´ Propounded by Dr. Benjamin S Bloom
´ Taxonomy means
an orderly arrangement
´ Three domains
of Instructional objectives , i.e. Cognitive Domain, Affective Domain &
Psychomotor Domain.
´ Cognitive
Domain related to intellectual aspects. It includes Knowledge, comprehension,
application, analysis, evaluation, synthesis.
´ Affective
domain related to feelings. It includes receiving, responding, valuing,
organising and characterisation.
´ Psychomotor
Domain related to action or skill. It includes Imitation, Manipulation,
Precision, Articulation & Naturalisation.
Teaching Methods
¨ Lecture Method – Simple, economical and easy method,
teacher oriented method.
¨ Dalton plan –
child centred method giving maximum freedom and active participation to them.
¨ Heuristic
method – learner act as discoverer of knowledge
¨ Project method
– Based on philosophy of pragmatism, based on the principle learning by doing
¨ problem Solving
method – students solves a complex problematic situation by solving them.
¨ Inductive &
deductive Methods – Inductive method is based on the maxim particular to
general. Deductive method is based on maxim general to particular.
Individualised
Instruction
´ One teacher for one student
´ Maximum
development of potentialities is the ultimate aim.
´ Methods for
Individualised instruction are :
Assignment Method
Programmed Instruction
Personalised System of Instruction
Computer Assisted Instruction
Ø Mass Medias In
Education – Radio, TV, Films, Press,
Ø School Broadcasting
Started by – BBC in 1920
Ø In India At Bombay from
January 1929 by All India Radio
Ø Gyan Vani – Educational
FM radio launched in November 2001
Ø ERNET – Educational
Research Network
Ø C-DAC – Centre for
Development of Advanced Computing
Ø NIOS – National
Institute of Open Schooling
Ø PSI – Personalised
System of Instruction – by Fred S. Keller
Ø LCI – Learning
Controlled Investigation – Robert Mager
