Jitendra bhargav SlideShare Unit-II-Teaching-Learning.pptx

Jitendra bhargav SlideShare Unit-II-Teaching-Learning.pptx

1. Course:M.Sc. Nursing Subject: Nursing Education Unit : II. Teaching and Learning Topic :Teaching and Learning Process Prepared By Dr.M.Kavimani Adhavan , Ph.D (N)., Principal

2. OBJECTIVES At the end of the session the students will be able to, Define teaching and leaning . Mention the concept of learning. Describe the teaching and learning process. Explain the functions and qualities of teaching. List the principles of teaching and leaning . Describe the theories of teaching and learning. Explain the relationship between the teaching and learning.

3. TEACHING INTRODUCTION “Teaching is an interactive process, primarily involving class room talk, which takes place between the teacher and pupils and occurs during certain definable activities".

4. DEFINITION OF TEACHING “Teaching is the task of the teacher which is performed for the development of the child or learner”. - Ethmas P Green “Teaching is the stimulation, guidance, direction and encouragement of learning”. -Burton “Teaching is a form of interpersonal influence aimed at changing the behavior potential of another person”. -N.L Gage (1962)

5. CONCEPT OF TEACHING TEACHER LEARNER CHARACTERISTICS TEACHING PRINCIPLES MAXIMS WORDS THEORIES PHILOSOPHIES EXPERIENCES OBSERVATION

6. CONCEPT OF TEACHING Teaching is process which usually takes place in the class room situations. It is more of formal process. Teaching is a intimate contact between a more mature personality and less mature one which is designed to further the education of the latter.

7. PURPOSE OF TEACHING Development of wholesome personality (changing habits, attitudes, interest) of the learner. To help the students; Acquire knowledge Understand, analyze, synthesize and evaluate the knowledge Achieve skills Establish habits Develop attitudes

8. 8 TEACHING PROCESS IMPLEMENT PLAN EVALUATE Feedbacks and Reflection

9. STGE-I Pre-Active Stage STAGE-2 Inter-Active Stage STAGE-3 Post-Active Stage TEACHING STAGE-I Pre-Active Stage Fixing up Goals & Content Decision about Strategies Diagnosis of the Learners Actions and Reactions Appropriate Testing Devices Feedback and Testing TEACHING PHASES OPERATIONS PHASES OF TEACHING - Philip. W. Jackson

10. NATURE OF TEACHING Teaching is a tri polar process Teaching is a planned interactive process Teaching takes place at multiple levels Teaching needs effective reciprocal communication Teaching is the motivation to learn Teaching is guidance Teaching is a professional activity. Teaching is an art as well as science. Teaching helps attain information, knowledge & skills. Teaching is a matter of helping the Child to respond to his environment in an effective manner. Teaching is training the emotions of the child Teaching is both a conscious and unconscious process.

11. NEED OF TEACHING Through teaching, the teacher aims at Giving knowledge to the students Passing information to them Making the students acquire some skill Changing the attitude of the learners Modifying the behavior of the students Giving some experiences of life

12. VARIABLES OF TEACHING Independent variables: in the process of teaching, teacher plays the role of independent variables Dependent variables: the student is the dependent variable in the process of teaching Intervening or mediating variables: the content of teaching, strategies, tactics of teaching and techniques of motivation are intervening variables .

13. FUNCTION OF TEACHING Entering behavior of the student Initial potential of the student Educational objectives, content, instructional material and environment His own potentials and capabilities Selecting appropriate contents and organizing in proper sequence. Selecting proper teaching techniques, strategies and feedback devices. Seeking essential cooperation for purposeful interaction. Selecting appropriate contents and organizing in proper sequence. Selecting proper teaching techniques, strategies and feedback devices. Seeking essential cooperation for purposeful interaction.

14. QUALITIES OF A TEACHER PERSONAL PROFESSIONAL

15. PROFESSIONAL QUALITIES MASTERY OF THE SUBJECT MATTER GENERAL UNDERSTANDING OF OTHER BRANCHES/FIELD OF KNOWLEDGE UNDERSTANDING THE LEARNER UNDERSTANDING THE PRINCIPLES AND METHODS OF TEACHING TAKING PRIDE OF TEACHING AS A PROFESSION

16. PRINCIPLES OF TEACHING Principle of activity or learning by doing. Principle of play-way. Principle of motivation. Principle of self education. Principle of individual difference. Principle of goal setting. Principle of simulation. Principle of association. Principle of readiness. Principle of effect. Principle of exercise & repetition. Principle of change or rest. Principle of feedback & reinforcement. Principle of training of senses. Principle of group dynamics. Principle of creativity.

17. PRINCIPLES Principle of activity or learning by doing. Child as a “Hero” in the drama of education. Teaching is to keep the children active in the class. Principle of play-way. Related to principle of learning by doing. Play is the chief activity of childhood-Froebel. It gives joy, freedom, contentment, inner, outer peace. Principle of motivation. 1. Satisfying the curiosity of children. 2. Utilizing all the senses of children. 3. Relating closely bogy & mind. 4. Linking teaching-learning with life.

18. - contd Principle of self education. Best teaching is enabling the child learn by this own efforts. Teaching enable the child to work independently & without the teacher at a later stage. Encourage students in the development of their natural desire to work . Principle of individual difference. No two children are alike. Teaching to be effective must cater to individual difference of children. Principle of goal setting. Definite goal according to the standard of the each students. Short term of immediate goals should be set before small children . Goals should be very clear & definite & understand by children .

19. - contd Principle of simulation. Teaching is the stimulation , guidance , direction & encouragement of learning. Principle of association. If wants to go together should be put together. Discuss at various places ideas & thing associated in a number of ways. Principle of readiness. Prepare for action. Make the mind to participate in the teaching –learning process. Teacher must be alive to this principle. Principle of effect. Response is strengthened if it followed by pleasure. Response is weakened if it followed by displeasure.

20. - contd Principle of exercise & repetition. Exercise strengthens the bond between situation & response. Two subparts: Principle of use. Principle of disuse. Principle of change or rest. Fatigue, lack of attention overcome by providing change, rest & recreation. While framing the time table that the students do not experience boredom & fatigue. Two consecutive periods of a subjects are not provided in a class. Praise, grade, certificate, token money & other to incentives make the learning joy able. Principle of feedback & reinforcement. Praise, grade, certificate, token money & other to incentives make the learning joy able.

21. - contd Principle of training of senses. Senses are gateways of knowledge . The power of observation discrimination, identification, generalization & application are developed through the effective functioning of senses. Principle of group dynamics. Group behavior, changes the behavior of the members of the group. A suitable climate for group to be created in the classroom. Principle of creativity. Provide opportunities to the students to explore things events & find cause-effect relationship. Creativity explored & developed to the maximum extend.

22. NEEDS OF TEACHING THEORIES Explains the relationship between teaching and learning and common factors. Gives the knowledge about the teaching activities which provides guideline for organizing teaching. Instructional designs can be developed with the help of theory of teaching. Provides scientific basis for planning, organizing, leading and evaluation of teaching. Classroom teaching problems may be studied scientifically. Pupil-teachers can develop teaching skills and competency. Teaching objectives may be successfully achieved. Helps in further understanding, prediction and control of teaching.

23. TYPES OF TEACHING THEORIES Formal theory of teaching Meutic theory Communication theory of teaching Moulding theory of teaching The mutual inquiry theory Descriptive theory of teaching Theories of instruction Prescriptive theory of teaching Normative theory of teaching Cognitive theory Theory of teacher Psychological theory of teaching General theory of teaching

24. A). FORMAL THEORY OF TEACHING Based upon certain logic, certain metaphysical, epistemological assumptions and propositions is known as formal theory of teaching. 1. Meutic theory of teaching : It conceives that teaching process helps to recollect or unfold that knowledge with questioning techniques. The socratic’s method is an essential for this theory. The heredity plays an important role in teaching process. 2. Communication theory of teaching : Based on assumptions that the teacher possesses all knowledge and information which student does not possess. The teacher presents, explains, demonstrates and performs in the classroom.

25. A). FORMAL THEORY OF TEACHING 3. The moulding theory of teaching : John Dewey is the advocate and it focus on shape, form and moulding of the students behavior. Human personality is formed, shaped and moulded by their environment. 4. The mutual inquiry theory : This theory assumes that each individual has the capacity to discover new knowledge with mutual inquiry. True knowledge is inquiry. This theory of teaching is clearly applicable to research and art.

26. B). DESCRIPTIVE THEORY OF TEACHING Descriptive theory of teaching is based upon certain propositions and certain observations. 1. Theories of instructions : Gagne’s hierarchical theory of instruction.

27. 1. THEORIES OF INSTRUCTION Atkinson’s decision-theoretic analysis for optimizing learning. Atkinson proposed four characteristics: Model of the learning process should be involved. It should involve specified instructional actions. The instructional objectives should be specified in behavioral terms. Each instructional objective can be measured by Burner advocates that a theory of instruction is designing measurement scale or questions.

28. 1. THEORIES OF INSTRUCTION Bruner’s cognitive developmental theory of instruction Four features are Predisposition to learn- a theory of instruction must be concerned with the experiences and context that will tend to make the child willing and able to learn when he enters the school. Structure of knowledge -a theory of instruction should specify the ways in which body of knowledge should be structures so that it can be most readily grasped by the learner. Sequence of instruction -a theory of instruction should specify the most effective sequences to present the material. Reinforcement -a theory of instruction should specify the nature and pacing of rewards, moving from extrinsic rewards of intrinsic one.

29. 2. PRESCRIPTIVE THEORY OF TEACHING E. Stones and Morries have attempted to explain the nature of teaching with the help of three types of related variables: The first phase includes the teacher in the analysis of the teaching problems and teaching tests before teaching takes place. In the second phase decision are made about the interrelationship of the variables deemed appropriate to teaching objectives. The third phase concerns with evaluating the effectiveness and workability of phase two.

30. C). NORMATIVE THEORY OF TEACHING The cognitive theory of teaching Types of teacher's activity- Adviser, counselor, motivator, demonstrator, curriculum planner and evaluator. Types of educational objectives- Cognitive, Affective and Psychomotor. Types of learning theories- philosophical theories of learning psychological theories of learning. Types of components of learning - drive, cue, response and reward 2. Theory of teacher behavior D.G. Ryan has tried to explain the concept of teacher-behavior and formulated a theory of teacher-behavior. “Teacher behavior consists of those acts that the teacher performs typically in the classroom in order to induce-learning”. M. Meux and B.O. Smith It is based upon two postulates: Teacher behavior is social in nature and relative.

31. C). NORMATIVE THEORY OF TEACHING 3. The psychological theory of teaching This theory considers teaching a sort contractual relationship between the teacher and the pupils. That relationship consists of certain activities to be performed by the teacher such as: analyzing teaching task, determining learning goals, identifying entering behavior and selecting strategy. 4. General theory of teaching S.C.T. Clark has formulated a general theory of teaching. It assumes that teaching is process which is designed and performed to produce change in behavior of students.

32. MAXIMS OF TEACHING Simple to complex Teaching is to be made successful & essential by using a maxim called “ From simple to complex”. Teacher should be divided the subject- matter into simple aspects & complex aspect. Teacher should tell simple concept first &difficult concepts latter. From known to unknown A good teacher bases this new knowledge on previous knowledge of students. From analysis to synthesis Analysis means breaking a problem into convenient parts and synthesis means grouping of these separated parts into one complete whole.

33. -CONTD From seen to unseen Psychological, the pupils ranging from 6 to 14 years are at perceptual level – only. Teacher use the seen or perceptual things to impart the knowledge regarding unseen or non-perceptual things. Form concrete to abstract The mental development of the pupils begins with the concrete objects & afterwards the gains micro words for them. From particular to general Specific examples should be presented before the pupils first and then the general laws or principles should be derived from those specific examples.

34. -CONTD From whole to part Gestalt : Perceive the objects as a whole and then its part. We gain knowledge about the “whole” first and then its “parts”. From infinite to definite Pupils intellectual development proceeds from indefinite to definite. Through sense organs, gaining the knowledge regarding different objects while living in the contact of this parents, brother – sister, other family members. On the basis of this gained knowledge, the gradually develops this personal concepts regarding objects.

35. -CONTD From psychological to logical Logical approach is concerned with the arrangement of the subject matter. Psychological approach looks at the child’s interest, needs, mental make up and reactions. We proceed from the concrete to abstract from the simple to complex and from known to unknown. From empirical to rational Observation and experience are the basis of empirical knowledge. Rational implies a bit of abstraction and argumentative approach. Generally, the child first of all experiences knowledge in his day to day life and after that feels the rational basis.

36. CONCEPT OF LEARNING: Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes.

37. DEFINITION OF LEARNING “Learning is the process by which behavior is originated or changes through practice and training”. -Woodworth, R.S “Learning is the modification in behavior to meet environmental requirements”. -Gates “Learning is a process that result in the modification of behavior”. -J. F. Travers “ Learning is the acquisition of habits, knowledge and attitudes. It involves new ways of doing things, and it operates in an individual’s attempts to overcome obstacles or to adjust to new situations”. -Crow and Crow “ learning is the process of progressive behavior adaptation.” -Skinner

38. VARIOUS FACETS OF LEARNING PROCESS Who is to learn - child From whom to learn - teacher, environment Why to learn - aims of teaching What to learn - acquisition of knowledge, skills etc. How to learn - methodology When to learn - motivation Where to learn - classroom ,play field

39. CHARACTERISTICS OF LEARNING

40. CHARACTERISTICS OF LEARNING According to Yoakman and Simpson Learning is growth Learning is adjustment Learning is purposeful Learning is experience Learning is intelligent Learning is active Learning is both individual and social Learning is the product of the environment Learning affects the conduct of the learner

41. LEARNING IS A PROCESS

42. Kind of material Method of learning Practice Motivation Intelligence Maturation The learner DETERMINANTS OF LEARNING

43. DOMAINS OF LEARNING Each one of this categories listing from the simplest behavior to the most complex behavior consist of Domain of Practical Skills(Psychomotor) 1. Domain of Intellectual Skills (Cognitive Domain) Recall of fact Domain of Communication Skills (Affective) Imitation Responding Internalization Receiving Interpretation Of Data Problem Solving Automatism Control

44. Motor learning Verbal learning Paired- associated learning Concept learning Serial learning Problem solving learning

45. PRINCIPLES OF LEARNING Learning is the one of the important psychological process that determines human behavior. Learning is the process of accumulating knowledge, skills and attitudes. Learning may be through training, experience, reading, observation, discussion, etc. Learning is a continues process Learning is also an important source of motivation, stimulation and job satisfaction.

46. PRINCIPLES OF LEARNING General principles of learning Readiness Exercise Effect Primacy Recency Intensity Requirement freedom

47. PRINCIPLES OF LEARNING READINESS Readiness implies a degree of concentration and eagerness. Individuals learn best when they are physically, mentally, and emotionally ready to learn, and do not learn well if they see no reason for learning. Getting students ready to learn, creating interest by showing the value of the subject matter, and providing continuous mental or physical challenge, is usually the instructor’s responsibility. EXERCISE The principle of exercise states that those things most often repeated are best remembered. It is the basis of drill and practice. It has been proven that students learn best and retain information longer when they have meaningful practice and repetition. The key here is that the practice must be meaningful. It is clear that practice leads to improvement only when it is followed by positive feedback.

48. PRINCIPLES OF LEARNING EFFECT The principle of effect is based on the emotional reaction of the student. It has a direct relationship to motivation. Learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling. Every learning experience should contain elements that leave the student with some good feelings. PRIMACY The state of being first, often creates a strong, almost unshakable, impression. Things learn first create a strong impression in the mind that is difficult to erase. The student’s first experience should be positive, functional, and lay the foundation for all that is to follow.

49. PRINCIPLES OF LEARNING RECENCY The principle of recency states that things most recently learned are best remembered. Conversely, the further a student is removed time-wise from a new fact or understanding, the more difficult it is to remember. For example, it is fairly easy to recall a telephone number dialed a few minutes ago, but it is usually impossible to recall a new number dialed last week. INTENSITY The principle of intensity implies that a student will learn more from the real thing than from a substitute. For example, a student is likely to gain greater understanding of tasks by performing them rather than merely reading about them.

50. PRINCIPLES OF LEARNING REQUIREMENT The law of requirement states that “ we must have something to obtain or do something”. It can be ability, skill, instrument or anything that may help us to learn or gain something. FREEDOM The principle of freedom states that things freely learned are best learned. The further a student is coerced, the more difficult is for him to learn, assimilate and implement what is learned. Compulsion and coercion are antithetical to personal growth. Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action.

51. PRINCIPLES OF LEARNING Learning is continuous. Learning is purposeful and must make sense to the learner. Learning involves as many senses as possible. Learning activities must be appropriate for the situation. Learning must be stimulating. Learning must result in the ability to perform. Learning is affected by emotions. Learning is affected by the physical and social environment.

52. 12 PRINCIPLES OF EFFECTIVE TEACHING AND LEARNING Teacher’s knowledge of the subject matter is essential to the implementation of important teaching tasks. Active involvement of the learner enhances learning. Interaction between teachers and students is the most important factor in student motivation and involvement. Students benefit from taking responsibility for their learning. There are many roads to learning. Expect more and your will achieve more. 7 ). learning is enhanced in an atmosphere of cooperation. 8). Material must be meaningful. 9). Both teaching and learning are enhanced by descriptive feedback. 10). Critical feedback is only useful if the learner has alternatives to pursue. 11). Time plus energy equals learning. 12). Experience usually improves teaching.

53. TEACHER ACTIONS Presentation Practice Performance Tells Explains Shows Describes Evokes Compares Contrasts Demonstrates Instructs Gives instructions Analyses Dissects Clarifies Simplifies Summarises Harmonizes Reflects Postulates Confirms Acts as a resource Guides Organizes Facilitates Questions Listens Responds Observes Prompts Comments Gives impetus Probes Examines Accepts Rejects Directs Evaluates Assesses Comments

54. THEORIES OF LEARNING Behaviorism Cognitivism Social learning theory

55. LEARNING THEORIES 1). Behaviorism It is confined to observable and measurable behavior. Learning is defined by the outward expression of new behaviors and context-independent. Biological basis for learning. Focuses on observable behaviors.

56. 1). BEHAVIORISM Classical conditioning (Pavlov) A stimulus is presented in order to get a response. It is about reflexes. Operant conditioning (Skinner) The response is made first then reinforcement follows. It is about feedback/reinforcement.

57. - Contd Behaviorism in the classroom Rewards and punishments. Responsibility for student learning rests squarely with the teacher. Lecture-based and highly structured .

58. 2). CONGITIVISM Grew in response to behaviorism. Knowledge is stored cognitively as symbols. Learning is the process of connecting symbols in a meaningful and memorable way. Studies focused on the mental processes that facilitate symbol connection.

59. 2). COGNITIVE LEARNING THEORIES Discovery learning ( bruner ) Anybody can learn anything at any age, provided it is stated in terms they can understand. Powerful concepts (not isolated facts) transfer to many different situations. Only possible through discovery learning Confront the learner with problems and help them find solutions. Do not present sequenced materials.

60. 2). COGNITIVE LEARNING THEORY Meaningful verbal learning ( ausubel ) Advance organizers: New material is presented in a systematic way and is connected to existing cognitive structures in a meaningful way. When learners have difficulty with new material, go back to the concrete anchors (advance organizers). Provide a discovery approach and they will learn.

61. CONGNITIVISM IN THE CLASSROOM Inquiry-oriented projects Provide opportunities for the testing of hypotheses. Curiosity is encouraged Stage scaffholding

62. 3). SOCIAL LEARNING THEORY Grew out of cognitivism . Learning takes place through observation and sensorial experiences. Imitation is the sincerest form of flattery. Social learning theory is the basis of the movement against violence in media and video games.

63. 3). SOCIAL LEARNING THEORY Learning from models: Attend to pertinent clues. Code for memory (store a visual image). Retain in memory. Accurately reproduce the observed activity. Possess sufficient motivation to apply new learning.

64. RELATIONSHIP BETWEEN TEACHING AND LEARNING Both teaching and learning may be formal or informal. Both are goal oriented. Good teaching results in good learning. One can observe teaching but not learning. Both teaching and learning require skills, creativity, intelligence an operate on definite principles. Good teaching requires good communication skill an good learning requires good listening skills. Only good learner become good teachers.

65. RELATIONSHIP BETWEEN TEACHING AND LEARNING Need for relating teaching and learning: Teaching can be made effective by relating it to learning. Teaching objectives can be identified in behavioral terms and by appropriate learning situations. The appropriate teaching conditions or structures may be generated for effective learning. The effective teaching aids may be selected for creating learning situations. Aid to understand the nature of teaching and teaching theories may be evolved. The knowledge of relationship will be helpful to teacher educator to produce effective teachers.

66. ASPECTS OF THE TEACHING-LEARNING PROCESS

67. It consists of four phases

68. CONCLUSION Teacher and learner are the major variables of teaching. It is narrow and specific. Teaching theories are developed by dealing with human subjects in normal situations , while learning theories are formulated by conducting experiments in animal. More concerned with effective learning and development of the learner

69. Thank you