PE3: Learning and Teaching
|Unit – I
||Understanding the Learner
- Concept of Individual Differences, Factors influencing individual differences, Educational Implications of Individual Differences for teachers in organizing educational activities
- Understanding Learner’s from the perspective of Multiple Intelligence with a focus on Gardrner’s Theory of Multiple Intelligence. Implications for teaching-learning in the light of changing concept of Intelligence
- Understanding differences based on a range of Cognitive Abilities learning Difficulties Slow learners and Dyslexics, Intellectual Deficiency, Intellectual Giftedness. Implications for catering to individual variations in view of ‘Difference’ rather than ‘Deficit’ Perspective
|Unit – II
||Cognition and Learning
- Theories of Learning (Concepts, Principles, and applicability in different learning situations): Thorndike, Pavlov, Skinner, Kohler, Piaget, Rogers, Vygotsky
- Distinction between learning as ‘Construction of Knowledge’ and Learning as ‘Transmission and Reception of Knowledge’
- Understanding processes that facilitate ‘Construction of Knowledge’
Experiential Learning and Reflection
- Role of a teacher in a teaching-learning context
- Transmitter of knowledge
|Desirable to Know
Nice to Know
|Unit – III
- Learning and Teaching- Nature, Relevance and Relationship
- Teaching: Concept, Nature, Importance of Teaching and Phases of Teaching: Pre-active, Inter-active and Post-active
- Teaching: Different from Instruction, Training and Indoctrination
- Levels of Teaching: Memory, Understanding and Reflective level
- Theories of Teaching: Formal Theories, Descriptive Theories, Normative Theories
- Models of Teaching
- Bruner’s Concept Attainment Model
- Ausubel’s Advance Organizer Model
- Inquiry Training Model
- Glaser’s Basic Teaching Model
- Strategies of Teaching
|Unit – IV
||Teaching as a Profession
- Basic characteristics of teaching qualifying it as a profession
- Professional Development of teachers
- Need and Importance
- Phases of Professional Development (Pre-service and In-Service)
- Strategies of Professional Development
- Conventional Face to Face (through various institutions)
- School Based INSET
- Action Research
- Collaborative Problem Solving
- Self Initiated Learning
- Facilitating Professional Development
- Teacher Autonomy and Accountability
|Desirable to Know
Nice to Know
Task & Assignment: Any Two Activities
- Visit nearby schools and draft a report on various kinds of Teaching and Learning
- A Survey based report on how teachers address the learning needs of different learners with respect to Gender, Inclusion, Culture and Language
- Study of a case and prepare a report on influential factors of learning.
- Visit nearby schools and conduct individual and group intelligence testing trough culture fair intelligence tests.
- Bhushan, A. and Ahuja, M. (1992). Educational Technology. Meerut: Vikas Publication.
- Dececco, J.P. and Cramford, Q.R. (1970). Psychology of Learning and Instructions. New Delhi: Prentice Hall of India Pvt. Ltd.
- Flanders, Ned A. (1978). Analyzing Teacher Behavior. London: Addison Wesley Publishing Co.
- Gage, N.L. (1978). The Scientific Basis of the Art of Teaching. London: Teacher’s College Press.
- Joyce, B. W., M. and Showers, B. (1985). Models of Teaching, New Delhi: Prentice Hall of India Pvt. Ltd.
- Mehra, V. (2010). A Text book of Educational Technology, New Delhi: Sanjay Prakashan.
- Holt, J. (1967). How Children Learn. London: Penguin.
- Mangal, S.K (1997) Advanced Educational Psychology; New Delhi: Prentice Hall of India
- Vygotsky, L. (1997). “Interaction between Learning and Development”, In M. Gauvain & M. Cole (Eds.) Reading on the development of Children, New York: WH Freeman & Company.
- Gardener, H. (1985). Frames of Mind: The Theory of Multiple Intelligence. London: Paladin Books.