principles of education and teaching learning process
TRANSCRIPT
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PRINCIPLES OF EDUCATION AND
TEACHING LEARNING PROCESS
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The term education has its origin in the Latin words educo, educare & educatum.
Etymologically, the word education is derived from the Latin words educo where e means ‘out of’ duco means ‘I lead.’
Accorsing to this view, education means ‘I lead out darkness into brightness’.
MEANING OF EDUCATION
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Education means the training for the country & love for the nation.
-ChanakyaEducation is realization of self
-Shankaracharya Education is an all-round drawing out of the
best in child & man-body, mind & spirit.-Mahatma Gandhi
Education is the natural, harmonious & progressive development of man’s innate power.
- Pestalozzi
DEFINITION OF EDUCATION
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Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.
DEFINITION OF NURSING EDUCATION
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Aims of educatio
n
Individual aim
Social aim
Spiritual aim
Vocational aim
Cultural aim
Moral aim
Intellectual aim
Aims given by
different commissio
ns
AIMS OF EDUCATION
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Individual aim: Development as an individual of a human being. Moral & spiritual development. Cultural development. Harmonious development Promote positive physical development Development of a right personality Development of good citizenship Development of good leadership Emotional & mental development Character building, etc.
AIMS OF EDUCATION
Count…
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AIMS OF EDUCATION
Count… Social aim: Through
education the individual child should be provided with the require assistance to become a useful member of the society, irrespective of the socio-economic status.
Vocational aim:
Education should prepare the child to earn his livelihood so that he can lead a productive life in the society.
Intellectual aim:
Development of intelligence through education will enable the child to lead an independent life with confidence.
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AIMS OF EDUCATION
Count… Cultural aim: By undergoing
education child becomes cultured & civilized.
Cultural development is through development of aesthetic sense & respect for others’ culture
Moral aim: Moral values
like honesty, loyalty, tolerance, justice, self control & sincerity promote the social efficiency of an individual
Citizenship Education
enable the children to grow as productive citizens by following the social & moral standards set by the society.
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AIMS OF EDUCATION
Count… Physical
health & well being:
Education prepare the child to lead a healthy life through providing the knowledge required for a healthy living.
Character development:
Education assist the child to develop certain human values, attitudes & habits which are essential for building a desirable character.
Education for leisure:
Education prepares the child to use his leisure time for doing something useful.
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AIMS OF EDUCATION
Count… Aims of education as stated by
Secondary Education Commission Development of democratic citizenship Improvement of vocational efficiency Development of personality Development of qualities leadership
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Harmonious development
Inculcating right attitude
Knowledge & skill aim
Emphasis on high-tech-high-touch
approachPrepare students
to take up a proactive role in
nursingProfessional development
Assist to build a promising career
Social aimcitizenship
To prepare global nurses
Leadership aim
AIMS OF NURSING EDUCATION
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FUNCTIONS OF EDUCATION
Individual functions
National functions
Social functions
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Growth & development of individual
Direction & guidance
Preparation for adult life
Conservation of traditional knowledge
Transmission of culture
Progressive development
Achievement of self-sufficiency
Holistic personality development
Moral & character development
Develop vocational efficiency Awareness of past & present & preparing for
future
Individual function…
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National functions…
Ensuring national
development
Promoting national integrity
Continuous supply of
skilled workforce
Developing leaders for
nation
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Improving social efficiency
Civilization & cultural security
Preparing good citizens Reform & progress of society
Social functions…
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PHILOSOPHY OF
EDUCATION
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The term philosophy has a Greek origin, i.e. philosophia, which is made up of two words, viz. phileo & .
Phileo means ‘love & sophia means ‘wisdom’.
The literal meaning of philosophy is ‘love of wisdom’ or ‘passion of learning’.
PHILOSOPHY OF EDUCATION
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Philosophy is the science of knowledge.
- Fitch Philosophy is the science of sciences.
- Coleridge Philosophy is a search for comprehensive view of nature, an attempt at a universal explanation of the nature of things.
- Alfred Weber
Definition of philosophy…
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Classification of educational philosophy…
Educational philosophies
Traditional philosophies Modern contemporary philosophies
Naturalism
Idealism
Realism
Pragmatism
Perennialism
Essentialism
Existentialism Reconstructionis
mProgressivism
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Naturalism Chief proponents: Rabindranath Tagore, Jean
Jacques Rousseau, Johann Heinrich Concept: Educating the human generation
about & in the nature rather than artificial environment by keeping in mind the individuality of each child.
Organization & Aims of education: Nature is considered the classroom. Emphasis on open air schools to teach through direct experience with nature.
Traditional philosophies…
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Curriculum: Basis of curriculum development was child’s nature, interest & needs. Stressed on subjects dealing with nature such as physics, chemistry, biology, language & mathematics. Tagore also stressed on teaching spiritual values of nature.
Methods of Education: As natural as possible considering individual differences. Noble efforts for planned living with nature. Direct experience of nature through observation, excursion, experimentation, play-way.
Count…
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Role of teacher: Teacher is an observe & facilitator of the child to develop in nature; teacher facilitates best possible natural environment for prompt learning.
Discipline: No emphasis on external rigid discipline; recommended free discipline to child in nature for optimum desired learning.
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Idealism Chief proponents: Dr. Radhakrishan, Sir
Auurobindo, Plato, Ross & Socrates Concept: It believes that the act of knowing
takes place within the mind for three values, i.e. intellectual, aesthetic & moral values & the purpose of education is the development of the student’s mind & self
Organization & Aims of Education: Well-planned formal classrooms or formal place of teaching-learning activity is recommended.
Traditional philosophies…
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Curriculum: The basis of curriculum is inculcating intellectual, aesthetic & moral values or discipline. The intellectual value is represented by subjects such as language, literature, science, mathematics, history & geography; aesthetic through arts & poetry & moral through religion, ethics. Dr. Radhakrishan also advocated for physical education.
Methods of Education: Idealism recommended formal classroom teaching methods such as lecture, discussion, presentation, & group interaction. Knowledge is transferred from the more mature person (teacher) to less mature person (pupil) through formal & well-planned teaching-learning methods.
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Role of teacher: Teacher is considered as centre of education where pupil catches fire from teacher who is himself a flame teacher must be ideal & a role model for the child both intellectually & morally. The teacher should exercise great creative skills in providing opportunity for the pupil’s mind to discover, analyze, unify, synthesize & creative application of knowledge to life.
Discipline: Idealism believes in interconnection of discipline & interest. Advocates discipline for self-realization of individual. It does not favor rigid discipline but advocates spontaneous & self discipline.
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Pragmatism Chief proponents: Williams James, John
Dewey, Charles Sanders Pierce Concept: It considers self-activity as the
basis of all teaching-learning processes in context of cooperative activity; to create optimistic men, who are the architects of their own fate by the process of their efforts. Education should be according to the child’s aptitudes & abilities; where he is respected & education is planned to cater to his inclinations & capacities.
Traditional philosophies…
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Organization & Aims of Education: Aims of education is to teach one how to think so that one can adjust to an ever-changing society. In order to produce creative resourceful & adaptable children we should have conditions in the school which are conducive to the creation of these qualities of mind. Recommends formal schools to have activity oriented learning based on the needs, interest, aptitude & capabilities of the individual student.
Curriculum: Pragmatists believe in a broad & diversified curriculum, which is composed of both content & process & subjects ranging from humanities to geography & science.
Count…
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Methods of education: Teaching-learning process is a social process where the sharing of experiences between the teacher & the student takes place. Preferred methods are project method & activity oriented learning.
Role of teacher: Role of a teacher is not that of a dictator or a task master but as a leader of group activities. Teacher acts as catalyst where he suggests a problem to students & stimulates them to find a solution. Teacher is a mentor with resources to guide the students
Discipline: Pragmatism does not believe in traditional firm discipline. It advocates for freedom of self-discipline in a free & conducive teaching-learning environment.
Count…
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Realism Chief proponents: Aristotle, Johann Friedrich
Herbart, Herbert Spencer Concept: Realism makes the human being
understand & enjoy society in the true sense by getting the multidimensional real joy of life in reality. It also aims for education to make the life of a man useful; where a man can enjoy his activities & comfort in reality. Education should equip individuals to a best possible meaningful life through vocational skills.
Traditional philosophies…
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Organization & Aims of Education: Realism emphasizes on scientific attitude based on realistic principles, where the child can extend his knowledge, which he learns through books. It has given due emphasis on formal schools, which provides adequate opportunity for learners to learn the vocational skills through observation, experimentations & examinations.
Curriculum: Selection of the curriculum for the students must based on their abilities, interest & capabilities so that education helps the student to adjust to changing circumstances of the society. It also emphasis on subject matter of real-life use such as science, mathematics, hygiene & vocational subjects.
Count…
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Methods of Education: Realism believe in objectivity, knowledge of scientific evidences & reality. Methods of teaching should be according to needs, interest & capabilities of students. Vocational education should equip the individual with capacities to earn livelihood such as experimentation, examination & observation, etc.
Role of Teacher: Teacher must focus on the development of vocational skills in the learners, so that they can be equipped with qualities of race preservation & vocational behavior activities. Teacher acts as a mentor, & must be a role model & skilled to demonstrate vocational skills to the learners
Discipline: Realism believes in an optimum level of discipline without imposing undue stress on the learners
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Perennialism Chief proponents: Thomas Aquinas, Robert
Hutchins & Mortimer Adler Concept: Education ensures that students
acquire an understanding about the great ideas of civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting to seek ensuring truths which are constant, as the natural & human worlds at their most essential level.
Modern Contemporary Educational Philosophies…
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Organization & Aims of Education: The aim of education is to develop the rational person, who has intellectual abilities to uncover universal truth. Character training is also important for moral & spiritual development of an individual
Curriculum: Accepts little flexibility in the curriculum that emphasizes on language, literature, mathematics, arts & sciences. Common curriculum for all the students with minimal opportunities for elective subjects. Teaching-learning process must create liberalism, tolerance & discretion among learners.
Count…
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Methods of Education: Perennialism portages for the educational methods, which promotes constant teacher-taught interaction such as oral exposition, lecture & explication. Emphasis is placed on teacher-guided seminars, where students & teachers engage in mutual inquiry sessions. Students may also learn directly from reading & analyzing the great books.
Role of teacher: Teacher must be competent & master of his subject so that he can help their students to develop the power to think deeply, analytically, flexibly & imaginatively. Teacher is also authoritative & a guide of the students.
Discipline: Education should be organized & conducted in a manner that problem of indiscipline does not arise at all.
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Essentialism Chief proponents: William Bagley, Arthur
Bestor, Admiral Hyman Rickover, James D. Koermer
Concept: Essentialism believe that there is common core of knowledge that needs to e transmitted to students in a systematic, disciplined way. The emphasis placed on intellectual & moral standards that schools should teach & preparing students to become valuable members of society.
Modern Contemporary Educational Philosophies…
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Organization & Aims of Education: Essentialism has recommended for the formal schools or teaching-learning places. The aims of education is to promote intellectual growth & academic competitiveness of the individual to become a model citizen.
Curriculum: This philosophy recommended intellectual content with quality & capacity of the learner. The recommended subjects are English, mathematics, natural science, history & foreign languages.
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Methods of Education: Essentialism recommended formal & well-planned classroom teaching methods such as lectures, discussions, presentations & group interaction
Role of Teacher: Teacher must be a master of subject matter & role model for learners with high level of authority & control over teaching-learning process & learner.
Discipline: Essentialism believes in rigid discipline & devoted hard work of learners in his studies.
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Existentialism Chief proponents: Soren Kierkegaard, Friedrich
Nietzsche, Maxine Greene Concept: This philosophy believes that education must
develop the consciousness about the freedom of choices among learners because a man becomes what he chooses for his self. Education must equip the individual for better choices
Organization & Aims of Education: The ultimate aim of education is to develop child’s knowledge about human conditions & the choices that person has to make for self. Therefore organization of education must be formal with sufficient opportunities of choices
Modern Contemporary Educational Philosophies…
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Curriculum: Curriculum must be that which provides the free opportunities for children to select from many available learning situations & choosing the subjects that learner wish to learn. Humanities are commonly given tremendous emphasis, which helps the student to unleash their own creativity & self-expression.
Methods of Education: Existentialism promotes the methods of education which emphasizes on self-activity of the learner such as self-expressive activities, experimentation, methods & media that illustrate emotions feelings & insight
Role of Teacher: Teacher must promote freedom for a learner to make personal choices & individual self-definition
Discipline: Existentialism believe in self-discipline but not in the strict discipline. Teacher creates an environment in which students may freely choose their own preferred way
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Reconstructionism Chief proponents: Theodore Brameld, George Counts
& Paulo Freire Concept: This philosophy of education believes on
reorganizing & restructuring the process of education to being about social & cultural contrastive changes in community, society & country, where emphasis is placed on cultural pluralism, equality, futurism, national interest oriented education
Organization & Aims of Education: This philosophy recommended for formal as well as informal ways of organizing the education so that desired aim of education can be achieved to bring the reconstruction of the society.
Modern Contemporary Educational Philosophies…
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Curriculum: Curriculum should be conceived with a new socioeconomic & political interest. The subject content must be oriented towards aspects of new changes expected social, economic & political discipline such as sociology, economics, science & technology, etc.
Methods of Education: This philosophy of education believes that teaching methods must be organized in manner that student become self-reliant, education must be activity oriented to develop necessary activities & abilities
Role of Teacher: The role of a teacher is to take the social responsibilities & along with students must become the agent to improve society.
Discipline: This philosophy of education propagates about optimum level of discipline but not a rigid discipline
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Progressivism Chief proponents: Horace Mann, Henry Barnard &
Johan Dewey Concept: Progressivism believe that learning must
be through problem solving & scientific inquiry in a cooperative & self-discipline way, which promote democratic living & transmits the culture of society while preparing students to adapt in changing world
Organization & Aims of Education: Progressivism recommended democratic school procedures, which promote the community & social reforms. The aim of education is to promote the democratic social living
Modern Contemporary Educational Philosophies…
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Curriculum: Progressivism recommended curriculum, which is interdisciplinary in nature, which promotes written textbooks subject content that are the part & process of learning rather than ultimate source of knowledge. Further curriculum is based on child’s interest, problems & life affairs
Methods of Education: Child is considered as learner rather than subject, who primarily learned through cooperative group activities & experiences
Role of Teacher: Teacher must act as guide for problem solving, leader for group activities & partner in planning the learning activities
Discipline: Has not recommended any sort of specific formal discipline
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LEARNING
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Any activity can be called learning so far as it develops the individual & makes his/her behavior & experiences different from what that would otherwise have been.
-Woodworth R. S. Learning is a process that result in the
modification of behavior.-J. F. Travers
DEFINITION OF LEARNING
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Behaviorist view: Learning is a change in behavior as a result of experience. Men & other living being react to the environment.
Gestalt view: According to this, learning depends on gestalt or configuration (wholeness of the situation). Learning is a total reaction to the total situation.
Hormic view: This view was developed by McDougall. It stresses on the purposeful nature of learning, i.e. learning is a goral-directed activity.
Trail & error view: This view was put forward by Thorndike. He conducted many experiments on dogs, cats & fish & concluded that most learning takes place by trial & error.
NATURE OF LEARNING
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Learning is a process which involves a series of steps:
Count…
1. Motive of learner
2. Establishing the goals
3. Teacher-student
adjustment
4. Change in behavior of
pupil
5. Fixation or stabilization of
behavior
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Learning is cooperative process:Count…
Elements of cooperative learning
Group processing
Individual & group
accountability
Promote face-to-face interaction
Positive interdependenc
e Learning
social skills
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•It is unitary•It is individual•It is purposive
•It is creative•It modifies the behavior of individual •It helps in the organization of experiences
•It helps to make choices in life •It helps to bring changes in life •It helps in continuous professional development•It tunes with the trends & development in particular fields
CHARACTERISTICS OF LEARNING
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TEACHING
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Teaching is a form of interpersonal influence aimed at changing the behavior potential of another person.
-American Educational Research Association Commission
Teaching is stimulation, guidance, direction & encouragement of learning.
-Burton
MEANING OF TEACHING
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NATURE OF TEACHINGTeaching is a tripolar processTeaching is an interactive process Teaching takes place at multiple levels Teaching must be planned Teaching needs effective reciprocal communicationTeaching is the motivation to learnTeaching is guidance Teaching is a professional activity Teaching is an art as well as science Teaching helps attain information, knowledge & skills
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Teaching principles help teachers develop an insight regarding their strength & weakness & provide information pertaining to teaching.
The principles of teaching are discussed under two subheadings:
• General principles of teaching • Psychological principles of teaching
PRINCIPLES OF TEACHING
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General principles of teaching Define aim
Activity (learning by doing )
Principle of correlation
Principles of planning
Principles of flexibility & elasticity
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General principles of teaching Principle of utilizing past experiences
Principle of pupil centeredness
Principle of individual differences
Principles of effective strategies & instructional material
Principles of conducive environment & proper control
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General principles of teaching Principle of diagnostic & remedial teaching
Principle of suggestiveness
Principle of progressiveness
Principles of democracy
Principles of liberasting the mind
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•Motivation or interest •Cooperation
•Creativity & recreation •Principle of sympathy & kindness
•Principle of repetition & exercise •Principle of readiness
Psychological principles of teaching
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•Principle of change & rest•Principle of providing training to senses
•Principle of feedback & reinforcement •Principle of group dynamics
•Principle of creativity & self-expression•Principle of encouraging self-learning
Psychological principles of teaching
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Simple to complex
Easy to difficult
Known to unknown Part to whole Whole to part
MAXIMS OF TEACHING
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Concrete to abstract
Particular to general
Analysis to synthesis
Empirical to rational
Psychological to logical
MAXIMS OF TEACHING
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Actual to representative
Induction to deduction
General to specific
Specific to general
MAXIMS OF TEACHING
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Indefinite to definite
Overview to details
Observation to reasoning Follow nature
MAXIMS OF TEACHING
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FORMULATION OF
EDUCATIONAL OBJECTIVES
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Educational objectives are the results sought by the learner at the educational program that is what the student should be able to do at the end of a leaning period that they could not be beforehand.
- J.J Guilbert Educational objectives are the behaviors to be
learner, aims are for the teacher & the objectives are for the learners to achieve through the support & guidance of the teacher.
MEANING OF EDUCATIONAL OBJECTIVES
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The well-stated objective should be SMART & FOCUSED
CHARACTERISITICS OF EDUCATIONAL OBJECTIVES
Specific Measurable Attainable Realistic Time bound
Feasible Observable Centered on student Unequivocal Sequentially appropriate Ever relevant Developmentally
appropriate
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According to level of educational objectives
General/instructional objectives
Intermediate objectives
Instructional objectives or
specific objectives
TYPES OF EDUCATIONAL OBJECTIVES
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According to taxonomy of educational objectives
Cognitive domain
objective
Affective domain
objectives
Psychomotor domain
objectives
TYPES OF EDUCATIONAL OBJECTIVES
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The taxonomy for the educational objectives points out that they are concerned with intended behavior or the behavior to be learned by students rather than the actual behavior learned from an educational objective.
In other words, taxonomy means ‘a set of classification principles or structure & domains simply means category.
Bloom’s taxonomy divides educational objectives into three domains: cognitive, affective & psychomotor.
TOXONOMY OF EDUCATIONAL OBJECTIVES
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The aspects of the cognitive domain resolve around, comprehension & critical thinking on a particular topic.
This domain focuses on thinking skills. Traditional education tends to emphasize on
skills in this domain, particular the lower-order objectives.
These are six levels in the cognitive domain, moving from the lowest order processes to the highest.
Cognitive domain
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Taxonomy of educational objectives
Cognitive domain
knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Affective domain
Psychomotor domain
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Knowledge
Comprehension
Application Analysis Synthesis Evaluation
•Count •Define •Describe •Draw •Identify •Labels •List •Match •Outlines•Point out •Read •Recognize •Record •Repeat •Selects •State •Write
•Associate •Compute •Convert •Defend •Discuss •Distinguish •Estimate •Explain •Extend •Extrapolate•Generalize •Give examples •Infer•Paraphrase •Predict •Rewrite •Summarize
•Add •Apply •Calculate •Change •Classify •Complete •Compute •Demonstrate •Discover •Divide •Examine •Graph•Manipulate •Modify •Operate •Prepare •Produce •Show •Solve •Translate •Use
•Analyze •Arrange•Breakdown•Combine •Design •Detect •Develop •Diagram•Differentiate •Discriminate •Illustrate •Infer•Outline•Relate •Select •Separate •Subdivide
•Categorize •Combine •Compile •Compose •Create •Drive •Design •Devise •Explain •Generate •Integrate•Modify •Order •Organize •Plan •Prescribe •Revise •summarize
•Appraise •Assess •Compare •Conclude •Contrast •Citizen •Critique•Determine •Grade •Interpret •Judge•Justify •Measure •Rank •Rate •Support •Test
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Action verbs used for writing objectives in cognitive domain
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The aspects in the affective domain describe the way people react emotionally & their ability to feel another living thing’s pain or joy.
Affective objectives typically target the awareness & growth in attitudes, emotion, motivation & feelings.
There are five levels in the affective domain, moving from the lowest order processes to the highest.
Affective domain
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Taxonomy of educational objectives
Cognitive domain
Affective domain
Receiving
Responding
Valuing
Organization
characterization
Psychomotor domain
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Receiving Responding Valuing Organizing Characterization by value
•Accept•Acknowledge •Attend•Follow •Listen •Meet •Observe •Receive
•Agree •Allow •Answer •Ask •Assist •Choose •Communicate •Comply •Confront •Cooperate •Demonstrate •Describe •Discuss•Display •Exhibit •Follow •Give •Help •Identify •Offer
•Adopt •Aid • care •Complete •Contribute •Delay •Encourage •Evaluate •Guide •Interact •Join •Justify •Maintain •Monitor •Praise •Present •Propose •Share •Study•Suggest
•Anticipate •Collaborate •Consider •Consult •Coordinator •Design •Direct •Establish •Facilitate •Follow •Though•Investigate •Judge •Manage •Modify •Organize •Plan •Submit •Test •Vary
•Act •Administer •Advance •Advocate •Challenge •Change •Commit •Counsel •Criticize •Debate•Defend •Disagree •Enhance •Influence •Motivate •Negotiate •Object •Praise •Reject •Seek
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Action verbs used for writing objectives in Affective domain
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The psychomotor domain describes about obtaining the skills or abilities to carry out physical tasks such as the skills of a nurse in catheterizing a patient or operating a mechanical ventilator.
Psychomotor educational objectives usually focus on the expected changes in skills of an individual.
Psychomotor domain
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Taxonomy of educational objectives
Cognitive domain
Affective domain
Psychomotor domain
Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Organization
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•Absorb•Add•Adsorb •Adjust •Apply•Aspirate •Assemble •Balance•Build •Calculate •Change •Choose •Classify •Clean •Collate •Collect •Combine •Connect •Construct •control •Combine
•Confirm •Connect •Correct •Count •Create •Cut •Decant •Demonstrate •Describe •Design •Differentiate •Dispose •Drain •Draw •Dry •Estimate •Examine •Operate •Expel •Fill •Filter
•Frame •Freeze•Grade •Grasp •Ground •Guide •Handle •Observe •Obtain •Open •Identify •Illustrate •Inject •Input •Insert •Investigate •Isolate •Label •Locate•Maintain •Make
•Manipulate •Mark•Measure •Mix •Mount •Pack•Palpate •Participate •Perform •Place •Position•Prepare •Press•Process•Produce •Standardize •Start •Read•Release •Remove •Replace
•Retest •Rinse •Roll•Rotate •Save•Score•Screen•Select •Sensitize •Separate •Set •Shake •Stop •Stopper •Store •Suspend •Take •Test•Thaw •Tilt
•Time•Tip•Trim•Touch•Transfer•Turn•Type•Use•Utilize•View•Warm•Wash•Watch•Weigh•Withdraw•wrap
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Action verbs used for writing objectives in Psychomotor domain
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LESSON PLANNING
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Lesson planning is an important activity of daily teaching.
The lesson plan might include the main points to be covered in the lesson activities for the students to do, questions related to the topic being taught & some from of assessment for the realization of stipulated instructional objectives.
Lesson planning is the heart of effective teaching.
INTRODUCTION
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Lesson plan is the title given to a statement of achievement to be realize & specific meanings by which these are to be attained as a result of the activities engaged during the period.
-N.L. Bossing Daily lesson planning involves defining the
objectives, selecting & arranging the subject matter & determining the method of procedure.
-Bining & Bining
DEFINITION OF LESSON PLAN
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It ensure a definite objective for the day’s work & a clear visualization of that objective.
It helps for adequate & appropriate use of resources in an efficient way.
It keeps the teacher on track. It help clarify ideas about what, how, where &
when & whom to teach. It directs the teaching-learning process &
procedures in the right direction. Helps review the subject matter & gives up-to-date
knowledge It helps the teacher delimit the teaching. It provide confidence, self-reliance. Ease &
freedom to teacher in teaching.
FUNCTIONS OF A LESSON PLAN
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It provides guidelines to students & the teacher during their teaching-learning practices.
It helps in achieving the definite objectives. It makes teaching systematic, orderly &
economical. It gives confidence to face the class. It link new knowledge with previous knowledge. It prepare pivotal questions & illustrations. It enables the teacher evaluate his work as the
lesson proceeds. It helps the teacher use a wider variety of
teaching material & learning activities.
SIGNIFICANCE & IMPORTANCE OF A LESSON PLAN
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Knowledge & mastery of subject matter
Knowledge of student psychology
Knowledge of methods & techniques
Knowledge of aims
Knowledge about student’s interests, traits & abilities
Teacher’s competence
Selection & organization of subject matter
PREREQUISITES OF A LESSON PLAN
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Clarity written Definite aim & objectives Extension of existing knowledge Simple & comprehensive Flexible Ensure active teaching-learning process Division with essence of wholesomeness Individualized & customized Feasibility & significance Processed from general to specific Completeness Inclusion of summary, recapitalization, bibliography &
student assignment.
ESSENTIAL CHARACTERISTICS OF A GOOD LESSON PLAN
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Preparation or introduction
Presentation
Comparison or association
generalizations
Application
Recapitulation
STEPS OF LESSON PLANNING
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The lesson plan must be efficiently written, prepared & designed with a complete sense of confidence.
The presenter or teacher must be clear about the aim & objectives of the lesson plan.
Use of A-V aids must be well planned, judicious & efficient.
Introduction of the lesson must create interest in the students & they must be well motivated to receive the subject content.
STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF THE LESSON PLAN
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It is essential to use the right methods of teaching ensuring the active involvement of students.
There must be careful use of blackboard & other audiovisual methods.
Questions planned & presented in a lesson plan must be definite, clear, stimulating & thought provoking.
Content must be delivered in a simple language with a clear & audible voice with complete sense of confidence.
Provide enough time to the students for clarifying their doubts.
Count…
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Individual student attention while taking & giving regular feedback on the understanding of subject content is vary essential for effective implementation of the lesson plan.
Efficient time management, appropriate recapitalization of the subject matter & relevant thought provoking questioning & continuous feedback are key aspects of effective implementation of the lesson plan.
End recapitalization, discussion of refeence, bibliography & further reading & expected students exercise assignments are also considered to be important in the success of a lesson plan.
Count…
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I. Cover Page: This page must include topic of lesson, date of submission, name of supervisor & name & details of the presenting teacher.
II. First page: This must include the following basic information
FORMAT OF A LESSON PLAN
Basic lesson plan information:•Subject : Communication & Education
Technology •Name of topic : Assessment of learning needs •Name of student teacher : Mr. Chirag sharma •Name of Supervisor : Dr. Jayesh Patidar•Date of teaching : _____________•Time of teaching : _____________• Venue of teaching : Lecturer Hall No. 2
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Count… Basic lesson plan information:• Group : BSc (N) 2nd year students • Size of group : 46 • Method of teaching : Lecture cum discussion • Duration : _____ minutes • AV Aids : Power Point Presentation • Previous knowledge : The group has some knowledge about the
topic: Assessment of learning needs• General Objective : At the end of the class, students will be
able to acquire knowledge about assessment of learning needs• Specific objectives: At the end of teaching, students will be able
to Define various terms related to assessment of learning needs. Explain about historical perspective. Enlist types of assessment. Enumerate principles of assessment for learning. Describe purposes of conducting assessment of learning needs.
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III. Main body of lesson plan:
IV. Appendix of lesson plan: This includes giving the assignment to students & recommending further reading, writing the bibliography & references.
Count…
Sr. No.
Time Contributory
Objective
Content Teaching-Learning Activities
AV Aids
Evaluation
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CLASSROOM
MANAGEMENT
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Classroom management is an organizational function in which tasks are performed in a variety of settings, resulting in the inculcation of certain values such as human respect, personal integrity, self-direction & group cohesion etc.
-Johanson & BrooksClassroom management is a system of action &
activities are managed in classroom to induce learning through teacher-taught relationship. Teacher & students are the basic components for managing classroom activities.
-Operational meaning
DEFINITIONS OF CLASSROOM MANAGEMENT
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DIMENSION OF CLASSROOM MANAGEMENT
Dimension of classroom
management
Physical/Environm
ental dimension
Psychological
dimension
Social & cultural
dimension
Ethical dimension
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PRINCIPLES OF THE CLASSROOM MANAGEMENT
General principles of classroom
management
• Self-control & role model approach of teacher
• Understanding & acceptance of student uniqueness
• Realistic & practical goals of teaching-learning
• Exercising the productive teaching-learning activities
• Understanding student’s interest & ability
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PRINCIPLES OF THE CLASSROOM MANAGEMENT
• Appropriate planning of classroom management
• Encouragement of students• Giving responsibility to learners • Minimum disruption of teaching-
learning activities • Clear guideline of rules for students • Reward & punishment for student’s
activities • Conducive learning environment
Specific principle
s of classroo
m management
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General principles of classroom management
Self-control & role model approach of teacher
Understanding & acceptance of student uniqueness
Realistic & practical goals of teaching-learning
Exercising the productive teaching-learning activities
Understanding student’s interest & ability
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CLASSROOM MANAGEMENT PROBLEM
Inadequate light & ventilationInadequate furniture & lack of conducive seating arrangement Overcrowded classroom
Inadequate apparatus
Lack of routine Lack of adequate distance between classroomProblem of indiscipline
Poor teacher-taught IPR
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STRATEGIES FOR CLASSROOM MANAGEMENT
Promotion of rhythm in teaching-learning
activities Enhancing healthy classroom customs
& traditions Promote positivity in teacher’s behavior Infuse motivation in
students Encouraging pupil’s
participation
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Role of a teacher in classroom
management
Teacher
Manager
Leader Philosoph
er
Mentor & guide
Researcher
Tachnocrat
ROLE OF A TEACHER IN CLASSROOM MANAGEMENT
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Thank you