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PE 3: Learning and Teaching

Course Description: This course is designed to acquaint students with the different theoretical perspectives of learning and to familiarize them about theories of teaching as teaching as a profession.

S. No

Contents

Learning Objectives
(At the end of the session the student should be able to)

Teaching Guidelines

Methodology

Time

1

  • Concept of Individual Differences
  • Explain the concept of individual differences
  • Mention factors influencing individual differences
To cover factors influencing individual differences, Educational Implications of Individual Differences for teachers in organizing educational activities
  • Didactic
  • Student Interactive Sessions

 

4 Hrs

2

  • Understanding Learner’s from the perspective of Multiple Intelligence
  • Enumerate the types of intelligence given by Gardner in his multiple intelligence theory
  • Explain the implications of multiple intelligence theory for teaching and learning
To cover Gardner’s Theory of Multiple Intelligence. Implications for teaching-learning in the light of changing concept of Intelligence
  • Didactic
  • Student Interactive Sessions
  • Power Point Presentations

 

4 Hrs

3

  • Understanding differences based on a range of Cognitive Abilities/ learning Difficulties
  • Discriminate between difference and deficit
  • Discuss range of teaching-learning activities for slow learners and gifted children

 

To cover Slow learners and Dyslexics, Intellectual Deficiency, Intellectual Giftedness. Implications for catering to individual variations in view of ‘Difference’ rather than ‘Deficit’ Perspective
  • Problem based learning
  • Brain Storming Sessions
  • Power Point Presentations

4 Hrs

4

  • Theories of Learning
  • Discuss implications of theories of learning in different learning situations
  • Explain contribution of Thorndike, Pavlov, Skinner, Kohler, Piaget, Rogers and Vygotsky in learning
To cover concepts, principles, and applicability of theories of learning  in different learning situations; Thorndike, Pavlov, Skinner, Kohler, Piaget, Rogers, Vygotsky
  • Didactic
  • Discussion with students

8 Hrs

5

  • Distinction between learning as ‘Construction of Knowledge’ and Learning as ‘Transmission and Reception of Knowledge’
  • Differentiate between learning as construction of knowledge and learning as transmission and reception of knowledge
To cover paradigm shift in the process of learning from mere transmission to construction
  • Didactic
  • Student Interactive Sessions

2 Hrs

6

  • Understanding processes that facilitate ‘Construction of Knowledge’
  • Elaborate experiential learning and reflection as a process to facilitate construction of knowledge
  • Differentiate between cognitive negotiability and cognitive apprenticeship
  • Explain the concept of meta cognition
To cover Experiential Learning and Reflection; Social Mediation; Cognitive Negotiability; Cognitive Apprenticeship; Meta-cognition
  • Brain Storming Session
  • Didactic
  • Student Interactive Sessions

3 Hrs

7

  • Role of a teacher in a teaching-learning context
  • Identify paradigm shift in the role of teacher
  • Describe role of a teacher as facilitator and co learner
  • Appreciate the role of teacher as negotiator
To cover teacher as a Transmitter of knowledge; as Model; as Facilitator; as Negotiator and as Co-learner
  • Didactic
  • Student Interactive Sessions

3 Hrs

8

  • Learning and Teaching
  • Discuss the nature and relevance of learning and teaching
  • Explain the relationship between learning and teaching
Nature, Relevance and Relationship
  • Student interactive session
  • Power Point Presentations

1 Hrs

9

  • Teaching
  • Define teaching in their own words
  • Explain all the three phases of teaching
Concept, Nature, Importance of Teaching and Phases of Teaching: Pre-active, Inter-active and Post-active
  • Didactic
  • Student interactive sessions

1 Hrs

10

  • Teaching: Different from Instruction, Training and Indoctrination

 

  • Differentiate teaching with instruction, training and indoctrination
To cover definition of concept of instruction, training and indoctrination
  • Brain Storming Session
  • Problem based learning

1 Hrs

11

  • Levels of Teaching
  • Give examples related to levels of teaching
  • Discriminate between memory and understanding level of teaching
To cover Memory, Understanding and Reflective level
  • Student interactive sessions
  • Didactic

2 Hrs

12

  • Theories of Teaching
  • Name different theories of teaching
  • Explain various aspects of teaching as elaborated in different theories
To cover Formal Theories, Descriptive Theories, Normative Theories
  • Student interactive sessions
  • Didactic

3 Hrs

13

  • Models of Teaching

 

  • Illustrate the steps of models of teaching through flow chart
  • Delineate upon merits and demerits of different models of teaching
To cover Bruner’s Concept Attainment Model; Ausubel’s Advance Organizer Model; Inquiry Training Model; Glaser’s Basic Teaching Model
  • Demonstration
  • Power Point Presentation

4 Hrs

14

  • Strategies of Teaching

 

  • Describe the meaning of strategies of teaching
  • Conduct a brain storming session themselves
  • Elaborate team teaching as an effective teaching strategy
To cover teaching strategies of Lecture; Brain-storming; Simulation; Demonstration; Team-Teaching
  • Brain Storming Session
  • Demonstration
  • Simulation

4 Hrs

15

  • Teaching as a Profession

 

  • Outline characteristics of a profession
  • Describe the features of teaching which qualify it to be a profession
To cover basic characteristics of teaching qualifying it as a profession
  • Student interactive sessions
  • Didactic

2 Hrs

16

  • Professional Development of teachers

 

  • Delineate the need and importance of professional development of teachers
  • Differentiate between pre-service and in-service teacher education.
  • Give details of various in-service programmes for teacher education
To cover need and importance of professional development; Phases of Professional Development (Pre-service and In-Service)
  • Power Point Presentations
  • Visit to in-service programmes
  • Didactic

 

4 Hrs

17

  • Strategies of Professional Development

 

  • Explain the concept of school based in-service education of teachers
  • Carry out the action research to solve immediate classroom problems
  • Embark on self initiated learning for professional development
To cover strategies of Conventional Face to Face (through various institutions); School Based INSET; Action Research; Collaborative Problem Solving; Self Initiated Learning; Facilitating Professional development
  • Power Point Presentations
  • Project Method
  • Demonstration Method

7 Hrs

18

  • Teacher Autonomy and Accountability
  • Summarize professional ethics to be followed by a teacher
  • Describe importance of autonomy and accountability in the profession of teaching
To cover responsibility accountability and professional ethics
  • Didactic
  • Student Interactive Session

3 Hrs

Admission 2017