HERBARTIAN_MODEL - Copy.pptx

Herbart advocated five formal steps in teaching . The five stepped system of lesson planning was started by J. Friedrich Herbert, a German psychologist. His five-stage system of lesson planning involves five discrete steps including preparation, presentation, association, generalization, and application. Herbart advocated five formal steps in teaching. 3.4.2 Approaches to Lesson Planning
There are various approaches to lesson planning. They are Herbartian approach, Unit
approach, Evaluation approach and Project approach. a) Herbartian approach
The steps of the Herbartian approach are given below:
i) General information regarding the subject, class, age level of children, estimated
time.
ii) Instructional Objectives
a) General Objectives
b) Specific Objectives
You are aware that different subjects at different grade levels have some general objectives
whereas specific objectives, which are written in behavioural terms as they focus on the
expected outcomes of our teaching about the topic covered in a given period of time.
These specific objectives, also known as instructional objectives. They must be measurable
and observable. You are required to identify your behavioural objectives and state them
in a clear and unambiguous language.
iii) Instructional aids
Select teaching aids which you think would be proper for clarifying the concepts to be
taught. List all such teaching aids used. They could be in the form of charts, static or
dynamic model, real specimens, etc. ,
iv) Testing of previous knowledge
Development of the lesson is based on the previous knowledge of your students. We
have to assume the previous knowledge of students related to the content to be taught
and test it through a single direct question.
v) Introduction
This step mainly is concerned with introducing a topic through introductory questions or
by creating the appropriate situation. The focus is on preparing out students to receive
new knowledge by linking it with their previous knowledge.
vi) Presentation
Presentation comprises of the ways in which relevant content is presented. Most of the
teachers develop their lesson with the help of developing questions and using students'
1 -sponse for further presentation ~fthe content. This presentation or development stage
is interactive in the real classroom situation. It depends on teachers' communication
skills and teaching skills like questioning, explaining, giving demonstration and providing
reinforcement on desirable student behaviour.
vii) Recapitulation
Recapitulation of the lesson helps the teacher to find out the extent of learning that has
occurred during the period of instruction. It can be done by asking several questions. This
stage provides feedback to the teacher about hisher teaching process.
viii) Black Board Summary
Teacher writes the summary of his teaching points and explanations. It is to be developed
5 8 simultaneously when less011 is being developed.
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ix) Home Assignment
suitable for content.

1. HERBARTIAN MEthod JOHANN FRIEDRICH HERBART was born in 1776 in Oldenburg, North Germany. 6/13/2019 1 Prof. S.S.Chepe

2. He was a German philosopher & psychologist . Education is the method by which a society gets from one generation to the next. Interest develops when already strong and vivid ideas are hospitable towards new ones, thus past occasions motivate apperception of current ones. He believed that new ideas, when properly presented to the students become linked to existing ideas and form a system of associated ideas. He is also known as father of scientific pedagogy. 6/13/2019 2 Prof. S.S.Chepe

3. Preparation / Introduction STEPS OF HERBARTIAN LESSON STATEMENT OF AIM PRESENTATION RECAPITULATION APPLICATION 6/13/2019 3 Prof. S.S.Chepe

4. Preparation/Introduction The teacher- prepare pupils to receive new knowledge. arises the previous knowledge of the pupils. introduces the topic briefly. stimulates the curiosity of the pupils. correlates the introduction with the lesson 6/13/2019 4 Prof. S.S.Chepe

5. PREPARATION/INTRODUCTION Did the student teacher prepare pupils to receive new knowledge? Did the student teacher arose the previous knowledge of the pupils? Did the student teacher introduce the topic briefly? Did the student teacher stimulate the curiosity of the pupils? Did the student teacher correlate the introduction with the lesson? 6/13/2019 5 Prof. S.S.Chepe

6. Statement of Aim The teacher- makes the statement of the aim. makes the statement of the aim in brief. states the statement of the aim clearly. writes the title on the chalk-board. 6/13/2019 6 Prof. S.S.Chepe

7. STATEMENT OF AIM Did the student teacher make the statement of the aim? Did the student teacher make the statement of the aim in brief? Did the student teacher state the statement of the aim clearly? Did the student teacher write the title on the black-board? 6/13/2019 7 Prof. S.S.Chepe

8. Presentation The teacher- uses explanation/illustrations wherever necessary. uses appropriate vocabulary. asks questions. gets appropriate response from pupils. makes use of reinforcement. takes pupils’ verbal/nonverbal participation. does the skillful arrangement /organization of material. 6/13/2019 8 Prof. S.S.Chepe

9. uses content and logic properly. makes interlinking statements. associate new facts with old knowledge(compare and contrast). motivates the pupils for comparison and observation. leads the pupils to certain principles /conclusions /rules/ generalization. helps pupils to complete and correct the generalization. provides opportunity for reflection on the new facts that have been collected. 6/13/2019 9 Prof. S.S.Chepe

10. PRESENTATION Did the student teacher use explanation/illustrations wherever necessary? Did the student teacher use appropriate vocabulary? Did the student teacher ask questions? Did the teacher get appropriate response from pupils? Did the student teacher make use of reinforcement? Did the student teacher take pupils’ verbal/nonverbal participation? Did the student teacher do the skillful arrangement /organization of material? 6/13/2019 10 Prof. S.S.Chepe

11. Did the student teacher use content and logic properly? Did the student teacher make interlinking statements? Did the student teacher associate new facts with old knowledge(compare and contrast)? Did the student teacher make motivate the pupils for comparison and observation? Did the student teacher lead the pupils to certain principles /conclusions /rules/ generalization? Did the student teacher help pupils to complete and correct the generalization? Did the student teacher provide opportunity for reflection on the new facts that have been collected? 6/13/2019 11 Prof. S.S.Chepe

12. Recapitulation removes writing from the blackboard before asking recapitulation question. evaluates the pupils’ performance. has revision of knowledge learnt in the lesson. makes use of CB for writing summary and other purposes. 6/13/2019 12 Prof. S.S.Chepe

13. RECAPITULATION Did the student teacher remove writing from the blackboard before asking recapitulation question? Did the student teacher evaluate the pupils’ performance? Did the student teacher have revision of knowledge learnt in the lesson? Did the student teacher make use of CB for writing summary and other purposes? 6/13/2019 13 Prof. S.S.Chepe

14. Application tests the pupils orally or using test. asks the pupils to apply knowledge to practical work/aids/activity/experiment etc. asks for constructive and creative exercises. gives home assignment. 6/13/2019 14 Prof. S.S.Chepe

15. APPLICATION Did the student teacher test the pupils orally or using test? Did the student teacher ask the pupils to apply knowledge to practical work/aids/activity/experiment etc? Did the student teacher ask for constructive and creative exercises? Did the student teacher give home assignment? 6/13/2019 15 Prof. S.S.Chepe

16. The observation tag for the Herbartian Method of Teaching goes in the following way 6/13/2019 16 Prof. S.S.Chepe

17. But something extra is required- Co-operative Strategy Reflection / Action on Core Components and Values 6/13/2019 17 Prof. S.S.Chepe

18. Let us see these one by one 6/13/2019 18 Prof. S.S.Chepe

19. Co-operative Strategy (How Aspect) Discussion among groups Discussion among pairs Team work Pair work Debates Projects Seminars Etc. 6/13/2019 19 Prof. S.S.Chepe

20. Core Elements History Of India’s Freedom Movement Constitutional Obligations Content Essential To Nurture National Identity India’s Common Cultural Heritage Egalitarianism, Democracy and Secularism Equality of sexes Removal of Social Barriers Protection of environment Observance of Small Family Norms Inculcation of Scientific Temper 6/13/2019 20 Prof. S.S.Chepe

21. Core Values 1-Patriotism 2-National Integration 3-Tolerence Towards all Religions 4-Gender Equality 5-Dignity of Labour 6-Scientific Attitude 7-Modesty 8-Sensitivity 9-Punctuality 10-Neatness 6/13/2019 21 Prof. S.S.Chepe

22. Thank You 6/13/2019 22 Prof. S.S.Chepe