extension teaching & learning.pptx

Extension teaching & learning

1. Extension teaching and learning Dr. Rupasi Tiwari

2. Extension Teaching and Learning The objectives of Extension Education are educational in nature. The effort of the change agent is to change the knowledge, skill and attitudes of the farmers so that their personality undergoes change. This changed ‘man’ is expected to make use of modern advances in Science for solving the problems surrounding him. It is therefore, necessary to understand the teaching and learning processes in extension education.

3. Teaching Process of creating situation that facilitate learning process. guidance materials providing activities Directing the learning process

4. Learning Change in behavior that takes place as a result of experience (self activity ) is called learning. Learner experience a change in behavior through his own efforts. It occurs within the learner.

5. Elements of learning situation TEACHER PHYSICAL FACILITIES TEACHNING AIDS LEARNER SUBJECT MATTER

6. Elements of Learning situation An effective learning situation requires the following essential elements: An instructor (an extension worker, e.g. an extension officer or a village- levelworker ) Learners (the farmers, the processors, the farm women & the youth). Subject-matter (the recommended improved practices, such as the deworming ,vaccination,, balanced diet, etc.) Teaching material, such as a flannel-board, a black-board, charts, models, samples, slides, film strips, LCD projectoretc . Physical facilities, such as sitting accommodation, good visibility, calm , quiet and conducive environment, etc

7. Process of Extension Teaching Extension Teaching It is the process of : arranging situations in which the important things to be learned are called to the attention of the learners, their interest developed, desire aroused, and action promoted.

8. Principles of Extension Teaching Extension Teaching Requires Specific and Clearly Defined Objectives: While deciding the objectives of teaching, following aspects are to be considered: a. People to be taught. b. Behavioural changes to be developed in people. c. Content or subject matter to bring the desired change in behaviour. d. The life situation in which the action is going to take place.

9. Principles of Extension Teaching Extension Teaching Requires a Suitable Learning Situation: The learning situation consists of the following five inter-related elements: a. Instructor (Extension Worker)  b. Learners (Farmers, Women, Youth)  c. Subject Matter (i.e. Agriculture, Animal Husnbandry , Horticulture, Social Forestry) d. Teaching Materials ( Audio-visual aids). e. Learning environment

10. Principles of Extension Teaching Extension Teaching Requires Effective Communication: Extension teaching, to be effective, must take into consideration proper functioning of the elements of communication process. a. Communicator b. Message c. Channel d. Treatment e. Audience Effective communication can motivate people to act.

11. Principles of Extension Teaching 4. Extension Teaching Requires Both Content and Method: Content means the subject matter. Method means the delivery system. Content should be relevant and method should be appropriate.

12. Principles of Extension Teaching Extension Teaching must be Looked Upon as an Intentional Process: It should be properly planned on the basis of existing situation and available research findings. There is no scope for haphazard thinking and action.

13. Principles of Extension Teaching  Extension Teaching must Result in Effective Learning: The topic taught should be understood by the learners. As per the situation, combinations of teaching methods should be done. It should lead to maximum behavioural change among the farmers.

14. Principles of Extension Teaching Extension Teaching Requires Careful Evaluation of Results: The changes brought about in the behaviour of people need to be assessed Later, steps need to be taken to meet to the deficiencies identified in the process.

15. Laws of learning Thondike’s s four laws of learning. The law of readiness. The law of exercise. The law of effect. The law of belongingness.

16. Law of readiness First primary law of learning, according to him, is the ‘Law of Readiness’ or the ‘Law of Action Tendency’, which means that learning takes place when an action tendency is aroused through preparatory adjustment, set or attitude. Readiness means a preparation of action. If one is not prepared to learn, learning cannot be automatically instilled in him, for example, unless the typist, in order to learn typing prepares himself to start, he would not make much progress in a lethargic & unprepared manner.

17. Law of Exercise Drill or practice helps in increasing efficiency and durability of learning . According to Throndike’s S-R Bond Theory, the connections are strengthened with trial or practice and the connections are weakened when trial or practice is discontinued. The ‘law of exercise’, is also understood as the ‘law of use and disuse’. Example: Learning to drive a motor-car, typewriting, singing or memorizing a poem or a mathematical table, and music etc. need exercise and repetition of various movements and actions many times.

18. Law of Belongingness Reward or punishment to be maximally effective must be relevant to the situation. Mere contiguity between the stimulus and the response would not ensure the effectiveness of the reward. While reading a paragraph, the last word of a sentence, and the first-word of the next sentence share physical proximity, but their association would be poor. For example, consider the following two sentences: ' Ramesh spoke loudly', ' Suneet went home'. The association strength of the pair, ' Suneet - went' is more than that of the pair 'loudly- Suneet ', though both pairs have same degree of physical proximity. Hence the first pair would be better remembered than the second pair, according to the Law of Belongingness.

19. Law of Effect The law suggests that the effect of a particular behaviour, whether it is pleasing or displeasing, influences the chances of its recurrence: behaviours resulting in pleasant sensations tend to be repeated, while those associated with unpleasant sensations tend to be avoided

20. Principles of Extension Learning Extension Learning It is the process by which an individual, through his own efforts and abilities, changes his behaviors . Principles of Learning: With a view to provide effective learning experience to rural people, the extension worker should know the characteristics of learning. These are called as Principles of learning. 1.  Learning is Growth Like and Continuous: The extension worker should try to understand the level of the farmer and should try to develop his understanding. The things already known by and also new ideas should be clarified. The new ideas may be presented intermittently to emphasis their importance. 2. Learning should be Meaningful: The extension worker should place the objectives of learning very clearly and meaningfully before the farmers. While doing this, it should be seen that the subject does not go over the heads of the farmers. The extension education programme should be within the physical and economic limits of the people.

21. Principles of Extension Learning 3.  Learning should be able to Make Use of Maximum Number of Sense Organs while Learning: Seeing hearing, touching, smelling and testing are the five senses through which an individual learns new idea. Extension believes in  ‘Learning by doing’  and  ‘seeing is believing’ . So, demonstrations, visual aids, and other symbols should used by the extension worker, to make the learning experience more effective. 4. Learning should be Challenging and Satisfying: Abilities acquiring through learning should help the farmer to solve the problems, to overcome the difficulties and gradually lead to a more satisfying life. 5. Learning should Develop Functional Understanding among Learners: Only acquiring knowledge is not enough, it must be understood and applied in real life situation. To develop the functional understanding of the farmers, it is necessary that he should understand the whole subject, as well as different topics and their inter-relationships.

22. Principles of Extension Learning 6. Learning is Affected by Physical and Social Environment: Good physical and social environment creates a favorable back ground for effective learning. The student should be required to spend minimum energy in adjusting with the environment. The teacher should create a suitable environment. 7. Learning Ability Varies Widely Among Individuals: The teaching should be tailored according to the level of understanding of the farmers. So also, the subject should be within the capacity of the farmers’ ability to learn. 8. Learning is a Gradual Process, Requiring Several Exposures Before Change is Noticed: The new ideas have to be vividly presented through different media in order to make the learning meaningful. Research shows that for convincing the necessity of innovation, it has to be presented at least six to eight times through different media.

23. 9 . The Adults have Learning Capacity: The rate of learning declines about one percent a year, after the age of 35 years. The main reason for this is declining physical ability, especially functioning of sense organs. Reluctance to learning, fear of failure, old habits and impact of particular ideology are also the reasons for it. The extension workers should show the things clearly, speak clearly by choosing words carefully, proceed step by step, repeat important ideas, encourage good ideas, and avoid ridicule. 10. Learning is an Active Process on the Part of Learner: The kind of learning which takes place is a result of the kind of experience one has. The experiences must be compelling and directed on the part of learners. The farmer himself will have to practice the skills to learn them, change the present attitude to create new attitude, and appreciate new things. Learning is group facilitates this. 11. Learning Requires Effective Communication: Learning becomes effective if the extension worker puts the message in an interesting way with the help of appropriate audio-visual aids and teaching methods. 12. Theory and Practice should be Related in Learning: As far as possible, the farmers should be taught both, theory as well as practice. A proper balance in these two helps in acquiring high professional competency.

24. Steps in Extension Teaching Extension teaching is a planned and deliberate act on the part of the extension worker. The extension worker has to move step by step in a scientific and logical way to impact training to the clients who are farmers, farm women and rural youth. The role of the extension worker is that of a facilitator and motivator. Though details of the procedure may vary from situation to situation. There are some steps which are basic to extension teaching. These are presented following by Wilson and Gallup (1955). SATISFACTION ACTION CONVICTION DESIRE INTEREST ATTENTION

25. Attention: The first step in extension teaching is to make the people aware of the new ideas and practices. The people must first know that a new idea, practice or object exists.  This is the starting point for change. Until the individual’s attention have been focused on the change that is considered desired, there is no recognition of a problem to be solved or a want to be satisfied. Mass methods like Radio, Television, Exhibition etc. and personal contact by the Extension workers, contact through Local Leaders are important at this stage.

26. Interest:  Once the people have come to know of the new idea, the new step is to stimulate their interestThis may be done by furnishing them more information about the topic in a way they will be able to understand and use. It is necessary to present one idea at a time relevant to their needs. Personal contact by the extension worker, contact through local leaders, farm publications, radio, television etc. are important at this stage.

27. Desire:  It means un-freezing the existing behaviour and motivating the people for change. At this stage it is necessary to emphasize on the advantages of the new idea or practice. Visit to demonstrations, farm publications, personal contact by the extension worker, group discussion etc. are important at this stage.

28. Conviction:  It is a stage of strong persuasion so as to convince the people about the applicability of the new idea or practice in their own situation and that it would be beneficial for them. The people are furnished with adequate information about the idea and how it works. Field day or Field Visit, Slide Show, personal Contact by the Extension worker and Trainings are important at this stage.

29. Action:  This is the stage of the idea or practice into operation. Small scale demonstration with supply of critical inputs may be set up in real life situation of the individuals who come forward. This provides the opportunity of direct experience on the part of the learners. At this stage it is necessary to collect evidence of change such as change in yield, income, employment etc. Demonstration, personal contact by the extension worker, supply of critical inputs and ensuring essential services are important at this stage.

30. Satisfaction:  To produce lasting change, the extension efforts should produce satisfying results. Satisfaction may come from high yield, more income, better health etc. Satisfaction reinforces learning and develops confidence, which generates motivation for further change. To sustain the changed behaviour, it is necessary to furnish new and relevant information about the practice on the continued basis till change in the practice itself is felt necessary. Use of mass media, local leaders and personal contact by the extension workers are important at this stage. Availability of critical inputs and essential services are also to be ensured. The steps in Extension Teaching are to be synchronized with the innovation-decision process of the learners .