Education & Teaching Learning Activity

1. Presented by:
Mr. Veereshkumar M Topalakatti
Asst. Lecturer, KLES’ Inst. Of
Nursing Sciences, Hubballi

2. 2

3.  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’.
3

4. 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
4

5. 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.
5

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.
6

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.
7
 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.

8.  Cultural aim:
 By undergoing
education child
becomes cultured
& civilized.
 Cultural
development is
through
development of
aesthetic sense &
respect for
others’ culture
8
 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.

9.  Physical
health & well
being:
 Education
prepare the
child to lead a
healthy life
through
providing the
knowledge
required for a
healthy living.
9
 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.

10.  Aims of education as stated by Secondary
Education Commission
 Development of democratic citizenship
 Improvement of vocational efficiency
 Development of personality
 Development of qualities leadership
10

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
11

12. Individual
functions
12
National functions
Social functions

13. 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
13

14. Ensuring
national
development
Promoting
national
integrity
Continuous
supply of
skilled
workforce
Developing
leaders for
nation
14

15. Improving
social
efficiency
Civilization
& cultural
security
Preparing
good
citizens
Reform &
progress
of society
15

16. 16

17.  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’.
17

18.  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
18

19. Educational philosophies
Traditional philosophies
Naturalism
Idealism
Pragmatism
Realism
19
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.
20

21.  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.
21

22.  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

23. 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

24.  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

25.  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

26. 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

27.  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

28.  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

29. 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

30.  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.
30

31.  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

32. 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

33.  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

34.  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

35. 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

36.  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

37.  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

38. 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

39.  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

40. Reconstructionism
 Chief proponents: Theodore Brameld, George Counts
& Paulo Freire
40
 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.

41.  Curriculum: Curriculum should be conceived with a
41
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

42. 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

43.  Curriculum: Progressivism recommended
43
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

44. 44

45.  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
45

46.  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.
46

47.  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

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

49. • 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
49

50. 50

51.  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
51

52. 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

53.  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

54. Define aim
Activity (learning by doing )
Principle of correlation
Principles of planning
Principles of flexibility & elasticity
54

55. 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
55

56. Principle of diagnostic & remedial
teaching
56
Principle of suggestiveness
Principle of progressiveness
Principles of democracy
Principles of liberasting the mind

57. • Motivation or interest
• Cooperation
• Creativity & recreation
• Principle of sympathy & kindness
• Principle of repetition & exercise
• Principle of readiness
57

58. •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
58

59. Simple
to
complex
Easy to
difficult
Known
to
unknown
Part to
whole
Whole to
part
59

60. Concrete to
abstract
Particular to
general
Analysis to
synthesis
Empirical to
rational
Psychological
to logical
60

61. Actual to
representative
Induction to
deduction
General to
specific
Specific to
general
61

62. definite details
Indefinite to Overview to
Observation
to
reasoning
Follow
nature
62

63. 63

64.  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.
64

65.  Specific
 Measurable
 Attainable
 Realistic
 Time bound
65
The well-stated objective should be SMART &
FOCUSED
 Feasible
 Observable
 Centered on student
 Unequivocal
 Sequentially appropriate
 Ever relevant
 Developmentally
appropriate

66. According to level of educational
objectives
66
General/instr
uctional
objectives
Intermediate
objectives
Instructional
objectives or
specific
objectives

67. According to taxonomy of educational
objectives
67
Cognitive
domain
objective
Affective
domain
objectives
Psychomotor
domain
objectives

68.  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.
68

69.  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.
69

70. Taxonomy of
educational
objectives
knowledge
Comprehension
Application
Cognitive domain
Analysis
Synthesis
Evaluation
Affective domain
Psychomotor
domain
70

71. Knowledge Comprehen
sion
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
•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

72.  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.
72

73. Taxonomy of
educational
objectives
Cognitive domain
Affective domain
Receiving
73
Responding
Valuing
Organization
characterization
Psychomotor
domain

74. 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 75

75.  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.
75

76. Taxonomy of
educational
objectives
Cognitive domain
Affective domain
Psychomotor
domain
Perception
Set
Guided response
Mechanism
Complex overt
response
Adaptation
Organization
76

77. •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
78

78. 78

79.  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.
79

80.  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

81.  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

82.  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

83. Knowledge & mastery of subject matter
83
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

84.  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

85. Preparation
or
introduction
Presentation
Comparison
or
association
generalizations
Application
Recapitulation
85

86.  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.
86

87.  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.
87

88.  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

89. I. Cover Page: This page must include topic of
lesson, date of submission, name of supervisor
& name & details of the presenting teacher.
89
II. First page: This must include the following
basic information
Basic lesson plan information:
•Subject : Communication & Education
Technology
: Assessment of learning needs
: Mr. Chirag sharma
: Dr. Jayesh Patidar
:
:
•Name of topic
•Name of student teacher
•Name of Supervisor
•Date of teaching
•Time of teaching
• Venue of teaching : Lecturer Hall No. 2

90.  Basic lesson plan information:
: BSc (N) 2nd yearstudents
: 46
• Group
• Size of group
• Method of teaching
• Duration
• AV Aids
90
: 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
• 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:
91
IV. Appendix of lesson plan: This includes giving
the assignment to students & recommending
further reading, writing the bibliography &
references.
Sr.
No.
Time Contributory
Objective
Content Teaching-
Learning
Activities
AV Aids Evaluation

92. 92

93. 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
93

94. Dimension of
classroom
management
Physical/Environ
mental
dimension
94
Psychological
dimension
Social &
cultural
dimension
Ethical
dimension

95. 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
95

96. • 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
96
Specific
principles of
classroom
management

97. 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
Specific principles of classroom
management
Appropriate planning of classroom management
Encouragement of students
Giving responsibility to learners
Minimum disruption of teaching-learning activities
97

98. 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
98

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
100

100. Role of a
teacher in
classroom
management
Teacher
Manager
Leader
Mentor
&
guide
Researcher
Tachnocrat
101
Motivator
Facilitator

101. Thank
you
102