UNIT 5 CET.Principles of education &teaching learning process

Program: B.Sc Nursing, Second Year
Communication Education And Technology
Unit No. 5 Principles of education &teaching learning
process
By-
Prof.Dr. Sudharani B Banappagoudar
Dr. Sudharani Banappagoudar
1

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
EDUCATION
3

Education means the training for the country & love for the nation.
- Chanakya
Education 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
4

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
5

Aims of
education
Individual
aim
Social
aim
Spiritual
aim
Vocational
aim
Cultural
aim
Moral
aim
Intellectual
aim
Aims given
by different
commissions
AIMS OF EDUCATION
6

 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
7

 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.
AIMS OF EDUCATION
8

 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.
AIMS OF EDUCATION
9

 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.
AIMS OF EDUCATION
10

 Aims of education asstated by Secondary Education Commission
 Development of democratic citizenship
 Improvement of vocational efficiency
 Development of personality
 Development of qualities leadership
AIMS OF EDUCATION
11

• Harmonious
development
• Inculcating right
attitude
• Knowledge & skill
aim
• Emphasis on high-
tech-high-touch
approach
• Prepare students to
take up a proactive
role in nursing
• Professional
development
• Assist to build a
promising career
• Social aim
• citizenship
• To prepare global
nurses
• Leadership aim
AIMS OF NURSING EDUCATION
12

Individual
functions
National functions
Social functions
FUNCTIONS OF EDUCATION
13

INDIVIDUAL FUNCTIONS
 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
14

NATIONAL FUNCTIONS
Developing
leaders for nation
Continuous supply
of skilled
workforce
Promoting
national
integrity
Ensuring
national
development
15

SOCIAL FUNCTIONS
Preparing
good citizens
Improving
social
efficiency
Civilization
& cultural
security
Reform &
progress
of society
16

PHILOSOPHY OF EDUCATION
17

PHILOSOPHY OF EDUCATION
 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’.
18

DEFINATION OF PHILOSOPHY
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
19

Educational philosophies
Traditional philosophies
 Naturalism
 Idealism
 Pragmatism
 Realism
Modern contemporary philosophies
Perennialism
Essentialism
Existentialism
Reconstructionism
Progressivism
20

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.
Curriculum: Basis of curriculum development was child’s nature, interest &
needs.
21
21

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.
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.
22
22

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.
23
23

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.
24
24

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.
25
25

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.
26
26

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.
27
27

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.
28
28

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.
29
29

Organization & Aims of Education:
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.
30
Realism
30

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
31
31

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.
32
Modern Contemporary Educational Philosophies
32

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.
33
33

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.
34
34

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.
35
35

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.
36
36

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.
37
37

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
38
38

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
39
39

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.
40

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 arigid discipline
41

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
43
42

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
43

LEARNING
44

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 EDUCATION
45

 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
46

Learning is a process which involves a series of steps:
1. Motive of
learner
2. Establishing
the goals
3. Teacher-
student
adjustment
4. Change in
behavior of
pupil
5. Fixation
or
stabilization
of behavior
47

Learning is cooperative process:
Elements of cooperative learning
Group
processing
Individual &
group
accountability
Promote face-
to-face
interaction
Positive
interdependence
Learning
social skills
48

• 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
49

50

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
51

Nature of Teaching
 Teaching is a tripolar process
 Teaching is an interactive process
 Teaching takes place at multiple levels
 Teaching must be planned
 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
52

Principles of Teaching
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
53

General Principles of Teaching
 Define aim
 Activity (learning by doing )
 Principle of correlation
 Principles of planning
 Principles of flexibility & elasticity
 Principle of pupil centeredness
 Principle of Utilizing past experiences
54

General Principles of Teaching
 Principle of individual differences
 Principles of effective strategies & instructional material
 Principles of conducive environment & proper control
 Principle of diagnostic & remedial teaching
 Principle of suggestiveness
 Principle of progressiveness
 Principles of democracy
 Principles of liberasting the mind
55

Psychological Principles of Teaching
• Motivation or interest
• Cooperation
• Creativity & recreation
• Principle of sympathy & kindness
• Principle of repetition & exercise
• Principle of readiness
56

Psychological Principles of Teaching
• 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
57

Maxims of teaching
 Simple to Complex
 Easy to Difficult
 Known to Unknown
 Part to Whole
 Whole to Part
 Concrete to Abstract
 Particular to general
 Analysis to Synthesis
 Empirical to rational
 Psychological to Logical
58

Maxims of teaching
 Actual to Representative
 Induction to deduction
 General to specific
 Specific to general
 Indefinite to definite
 Overview to Details
 Observation to Reasoning
 Follow nature
59

FORMULATON OF EDUCATIONAL OBJECTIVES
60

Meaning of Educational Objectives
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.JGuilbert
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.
61

Characteristics of Educational Objectives
 The well-stated objective should be SMART & FOCUSED
Specific
Measurable
Attainable
Realistic
Time bound
Feasible
Observable
Centered on student
Unequivocal
Sequentially appropriate
Ever relevant
Developmentally
appropriate
62

Types of Educational Objectives
General/instructional objectives
Intermediate objectives
Instructional objectives or specific objectives
According to level of educational objectives
63

Cognitive domain objective
Affective domain objectives
Psychomotor domain objectives
According to taxonomy of educational objectives
Types of Educational Objectives
64

Taxonomy of Educational Objectives
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.
65

Cognitive Domain
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.
66

Taxonomy of
educational
objectives
knowledge
Comprehension
Application
Cognitive domain Analysis
Synthesis
Evaluation
Affective domain
Psychomotor
domain
Knowledge
Taxonomy of educational objectives
67

Action verbs used for writing objectives for cognitive domain
KNOWLEDGE
•Count
•Define
•Describe
•Draw
•Identify
•Labels
•List
•Match
•Outlines
•Point out
•Read
•Recognize
•Record
•Repeat
•Selects
•State
•Write
COMPHERENSION
•Associate
•Compute
•Convert
•Defend
•Discuss
•Distinguish
•Estimate
•Explain
•Extend
•Extrapolate
•Generalize
•Give
examples
•Infer
•Paraphrase
•Predict
•Rewrite
•Summarize
APPLICATION
•Add
•Apply
•Calculate
•Change
•Classify
•Complete
•Compute
•Demonstrate
•Discover
•Divide
•Examine
•Graph
•Manipulate
•Modify
•Operate
•Prepare
•Produce
•Show
•Solve
•Translate
68

•ANALYSIS
•Analyze
•Arrange
•Breakdown
•Combine
•Design
•Detect
•Develop
•Diagram
•Differentiate
•Discriminate
•Illustrate
•Infer
•Outline
•Relate
•Select
•Separate
•Subdivide
SYNTHESIS
•Categorize
•Combine
•Compile
•Compose
•Create
•Drive
•Design
•Devise
•Explain
•Generate
•Integrate
•Modify
•Order
•Organize
•Plan
•Prescribe
•Revise
•summarize
EVALUATION
•Appraise
•Assess
•Compare
•Conclude
•Contrast
•Citizen
•Critique
•Determine
•Grade
•Interpret
•Judge
•Justify
•Measure
•Rank
•Rate
•Support
•Test
Action verbs used for writing objectives for cognitive domain
69

Affective Domain
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.
70

Taxonomy of
educational
objectives
knowledge
Cognitive domain
Affective domain
Psychomotor
domain
Receiving
Responding
Valuing
Organization
Characterization
71

RECEVING
•Accept
•Acknowledge
•Attend
•Follow
•Listen
•Meet
•Observe
•Receive
RESPONDING
•Agree
•Allow
•Answer
•Ask
•Assist
•Choose
•Communicate
•Comply
•Confront
•Cooperate
•Demonstrate
•Describe
•Discuss
•Display
•Exhibit
•Follow
•Give
•Help
•Identify
•Offer
VALUING
•Adopt
•Aid
• care
•Complete
•Contribute
•Delay
•Encourage
•Evaluate
•Guide
•Interact
•Join
•Justify
•Maintain
•Monitor
•Praise
•Present
•Propose
•Share
•Study
•Suggest
Action verbs used for writing objectives for Affective domain
72

Action verbs used for writing objectives for Affective domain
ORGANIZING
•Anticipate
•Collaborate
•Consider
•Consult
•Coordinator
•Design
•Direct
•Establish
•Facilitate
•Follow
•Though
•Investigate
•Judge
•Manage
•Modify
•Organize
•Plan
•Submit
•Test
•Vary
CHARACTERIZATIO
N OF VALUE
•Act
•Administer
•Advance
•Advocate
•Challenge
•Change
•Commit
•Counsel
•Criticize
•Debate
•Defend
•Disagree
•Enhance
•Influence
•Motivate
•Negotiate
•Object
•Praise
•Reject
•Seek
73

Psychomotor Domain
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.
74

Taxonomy of
educational
objectives
knowledge
Cognitive domain
Affective domain
Psychomotor
domain
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaption
Organization
75

•Absorb
•Add
•Adsorb
•Adjust
•Apply
•Aspirate
•Assemble
•Balance
•Build
•Calculate
•Change
•Choose
•Classify
•Clean
•Collate
•Collect
•Combine
•Connect
•Construct
•control
•Combine
Action verbs used for writing objectives for Psychomotor domain
•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
•Inject
•Input
•Insert
•Investigate
•Isolate
•Label
•Locate
•Maintain
•Illustrate
•Make
<SELO: 1,4,9,13> <Reference No.: R1,R2>
Dr.
Sudharani 7

•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
Action verbs used for writing objectives for Psychomotor domain
Dr.
Sudharani 7
<SELO: 1,4,9,13>
<Reference No.: R1,R2>

LESSON PLANNING
78

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
79

Definition of Lesson Planning
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
80

Functions of Lesson Plan
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.
81

Significance and Importance of Lesson Plan
 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.
82

Prerequisites of Lesson Plan
 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
83

Essentials characteristics of a good lesson plan
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.
84

Preparation
or
introduction
Presentation
Comparison
or
association
generalizations
Application
Recapitulation
Steps of Lesson Planning
85

Strategies for effective implementation of the lesson plan
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.
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
86

with a clear & audible voice with complete sense of confidence.
Provide enough time to the students for clarifying their doubts.
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 refence, bibliography & further reading &
expected students exercise assignments are also considered to be important
in the success of a lesson plan.
87

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.
88

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
Basic lesson plan information:
•Subject
•Name of topic
•Name of student teacher
•Name of Supervisor
•Date of teaching
•Time of teaching
• Venue of teaching
: Communication & Education Technology
: Assessment of learning needs
: Mr. Chirag sharma
: Dr Sudha
:
:
: Lecturer Hall No. 2
Format of Lesson Plan
89

Basic lesson plan information:
• Group
• Size of group
• Method of teaching
• Duration
• AV Aids
BSc(N) 2nd year students
: 46
:Lecture cum discussion
:_____ minutes
: 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
90

• 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.
91

III. Main body of lesson plan:
Sr.
No.
Time Contributory
Objective
Content Teaching-
Learning
Activities
AV Aids Evaluation
92

IV. Appendix of lesson plan:
This includes giving the assignment to students & recommending further
reading, writing the bibliography & references.
93

CLASSROOM MANAGEMENT
94

Definitions of Classroom Management
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 & Brooks
Classroom 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
95

Dimension of
classroom
management
Physical/Environ
mental dimension
Psychological
dimension
Social &
cultural
dimension
Ethical
dimension
Dimension of classroom management
96

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
Principles of classroom Management
97

• 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
principles of
classroom
management
Principles of classroom Management
98

Classroom Management Problem
 Inadequate light & ventilation
 Inadequate furniture & lack of conducive seating arrangement
 Overcrowded classroom
 Inadequate apparatus
 Lack of routine
 Lack of adequate distance between classroom
 Problem of indiscipline
 Poor teacher-taught IPR
99

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
Strategies for classroom Management
100

101

UNIT 5 CET.Principles of education &teaching learning process

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to UNIT 5 CET.Principles of education &teaching learning process

Similar to UNIT 5 CET.Principles of education &teaching learning process (20)

More from ITM UNIVERSITY,GWALIOR

More from ITM UNIVERSITY,GWALIOR (20)

Recently uploaded

Recently uploaded (20)

UNIT 5 CET.Principles of education &teaching learning process