Syllabus | B. Ed. | PE3: Learning and Teaching

PE3: Learning and Teaching

S. No Topic Domain Hours
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
Must Know 16
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

Social Mediation

Cognitive Negotiability

Cognitive Apprenticeship

Meta-cognition

  • Role of a teacher in a teaching-learning context
    • Transmitter of knowledge
    • Model
    • Facilitator
    • Negotiator
    • Co-learner
Desirable to Know

 

 

Must Know

 

 

Nice to Know

16
Unit – III Understanding Teaching

  • 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
    • Lecture
    • Brain-storming
    • Simulation
    • Demonstration
    • Team-Teaching
Must Know 16
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

Must Know

Nice to Know

16

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.

 

Suggested Readings:

  • 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.