The Indian Education Commission, also known as the Kothari Commission, was formed in 1964 to examine all aspects of education in India and advise the government on educational development. The Commission submitted its report in 1966 after studying education from primary to higher levels, excluding medical and legal education. Key recommendations included ending segregation between rich and poor schools, making primary education common for all, developing a national language policy, and creating a ten-year common school system.
This document provides an overview of the philosophical school of idealism. It defines idealism as the belief that ideas or mind are the only true reality. The document outlines the key originators and forms of idealism in Western philosophy such as Plato, Socrates, Berkeley, Fichte, Hegel, and Kant. It discusses the metaphysical, epistemological, and axiological aspects of idealism and how it influences the aims, curriculum, methods, role of teachers and students, and implications for education. Idealism emphasizes spiritual development, intellectual enlightenment, and cultivating truth, goodness, and beauty in education.
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
This document summarizes the operation procedures and limitations of an educational technology system used for language learning. The system allows students to access language programs through broadcast, selecting tapes from a central library, or dialing programs on a touch-tone device. However, the system is limited to 20 students, does not develop reading and writing skills, requires native speaker experts which are costly, and only experts can operate it.
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
Pragmatism is an American philosophy that emerged in the 1850s. It views ideas as tools for solving problems and believes that the meaning and truth of ideas come from their practical consequences and real-world applications. Major exponents include Charles Sanders Peirce, William James, and John Dewey. Pragmatism emphasizes experience, action, and practical results over abstract theorizing. It influenced progressive education by stressing learning by doing, integrating subjects, using projects, and making education more relevant to students' lives and society.
This document discusses various skills of teaching. It defines teaching skills as behaviors that facilitate student learning directly or indirectly. Core teaching skills discussed include introduction skills, explanation skills, questioning skills, stimulus variation skills, and closure skills. Components of several skills are outlined, such as maintaining continuity and utilizing prior knowledge for introduction skills, and using relevant and specific questions for questioning skills. Reinforcement skills include using positive verbal and non-verbal reinforcers. The importance of skills like illustration with examples, using the blackboard, and probing questions is also highlighted.
The Indian Education Commission, also known as the Kothari Commission, was formed in 1964 to examine all aspects of education in India and advise the government on educational development. The Commission submitted its report in 1966 after studying education from primary to higher levels, excluding medical and legal education. Key recommendations included ending segregation between rich and poor schools, making primary education common for all, developing a national language policy, and creating a ten-year common school system.
This document provides an overview of the philosophical school of idealism. It defines idealism as the belief that ideas or mind are the only true reality. The document outlines the key originators and forms of idealism in Western philosophy such as Plato, Socrates, Berkeley, Fichte, Hegel, and Kant. It discusses the metaphysical, epistemological, and axiological aspects of idealism and how it influences the aims, curriculum, methods, role of teachers and students, and implications for education. Idealism emphasizes spiritual development, intellectual enlightenment, and cultivating truth, goodness, and beauty in education.
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
This document summarizes the operation procedures and limitations of an educational technology system used for language learning. The system allows students to access language programs through broadcast, selecting tapes from a central library, or dialing programs on a touch-tone device. However, the system is limited to 20 students, does not develop reading and writing skills, requires native speaker experts which are costly, and only experts can operate it.
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
Pragmatism is an American philosophy that emerged in the 1850s. It views ideas as tools for solving problems and believes that the meaning and truth of ideas come from their practical consequences and real-world applications. Major exponents include Charles Sanders Peirce, William James, and John Dewey. Pragmatism emphasizes experience, action, and practical results over abstract theorizing. It influenced progressive education by stressing learning by doing, integrating subjects, using projects, and making education more relevant to students' lives and society.
This document discusses various skills of teaching. It defines teaching skills as behaviors that facilitate student learning directly or indirectly. Core teaching skills discussed include introduction skills, explanation skills, questioning skills, stimulus variation skills, and closure skills. Components of several skills are outlined, such as maintaining continuity and utilizing prior knowledge for introduction skills, and using relevant and specific questions for questioning skills. Reinforcement skills include using positive verbal and non-verbal reinforcers. The importance of skills like illustration with examples, using the blackboard, and probing questions is also highlighted.
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
The document discusses seven main approaches to teaching bookkeeping and accountancy:
1. Journal approach - Students learn to record transactions in journals before posting to ledgers.
2. Ledger approach - Students start by learning ledgers before journals.
3. Balance sheet approach - Students first learn the end product (balance sheet) before the individual steps.
4. Equation approach - Students learn about assets, liabilities, capital and how transactions affect the accounting equation.
5. Spiral development approach - Concepts are revisited and built upon incrementally.
6. Complete cycle approach - Students complete the entire accounting cycle on a single sheet to see the full process.
7.
This document discusses creativity and defines it as the ability to discover and explore new areas to create or produce new ideas, theories, or objects. It notes that creativity involves divergent thinking and problem-solving. Creativity peaks at around age 30 but then declines with age due to various social, emotional, and physical factors. Schools can promote creativity by identifying creative students, providing a flexible learning environment that encourages independent thinking, and stimulating creativity in all students through techniques like brainstorming. The role of the teacher is to allow students to think freely and value their ideas.
This document outlines general and specific objectives for education. General objectives are the overarching aims of an educational system and why a subject like mathematics is studied. General objectives reflect the values a society expects to be imparted by a curriculum. Specific objectives differ in that they focus on acquiring a single skill, piece of knowledge, or attitude, rather than encompassing multiple aspects. Social learning theory holds that students learn through observing and imitating others, known as modeling or observational learning.
The document discusses the history and purpose of normal schools. Normal schools were created to train high school graduates to become teachers by educating them in teaching pedagogy and curriculum. The term originates from the French word for "standard" or "model school." Most normal schools are now called teachers' colleges. The first normal schools were established in France in 1685 and the United States in 1823. Their purpose was to establish teaching standards and norms. Normal schools focused on both subject knowledge and teaching methods. Their role in preparing effective teachers has been significant for establishing quality standards within education systems.
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
Models of Teaching are prescriptive teaching strategies developed by researchers to achieve specific instructional goals. They provide plans for designing curriculum, instructional materials, and classroom guidance. Joyce and Weil identified 24 models across four families: information processing, personal, social interaction, and behavior modification. Each model contains components like purpose, assumptions, instructional guidelines, and research evaluation. To implement a model, teachers consider its syntax, principles of reaction, social system, and support system. Models aim to directly impact learning and indirectly influence students through experiencing the learning environment.
The document discusses constructivism, a learning theory based on the idea that students learn by actively constructing knowledge through experiences. It provides key points about constructivism, including that the instructor guides students to use prior knowledge to comprehend new information. The document also outlines important constructivists like Piaget, Bruner, Vygotsky, and Dewey and their theories about cognitive development stages, social interaction playing a role in learning, and the zone of proximal development. Finally, it discusses implications for teachers in developing hands-on, student-centered learning environments.
Enculturation is the process by which people adopt the behaviors of the culture they live in, typically occurring unconsciously from infancy onwards. Acculturation is a two-way process where two cultures influence each other through contact, such as when people acquire new beliefs and values from another culture. While enculturation refers to learning one's own native culture, acculturation involves adopting behaviors from other cultures through contact with them.
This document discusses educational technology, including its definition, objectives, and integration in the teaching and learning process. It covers key terms like technology, information and communication technology (ICT), and how educational technology aims to make learners aware, appreciative, and equipped. The main objective of educational technology is to facilitate learning. It should be integrated into teaching by introducing, reinforcing, supplementing and extending skills. Teachers need computer literacy and competence to effectively use educational technology.
The document discusses internet resources for natural sciences. It notes that the internet provides a wealth of knowledge and information across all fields, including the natural sciences. It states that internet use in schools is being promoted to improve access and integrate online resources into curriculums. Some key internet resources mentioned include websites that provide materials for subjects like biology, chemistry, physics, and environmental science to support both student and teacher needs.
This document contains 20 multiple choice questions about pedagogical content knowledge, teaching methods, and educational tools. The questions cover topics like types of educational commissions, Bloom's taxonomy, cognitive development stages, components of a unit plan, reading methods, teaching skills, the origins of microteaching, and different educational aids like flashcards, models, and documentary films. The answers to each multiple choice question are provided in bold.
Teacher roles include:
1. Facilitating the learning process through preparing lessons, creating a conducive learning environment, and encouraging student participation.
2. Fulfilling administrative duties like serving on committees and assisting students.
3. Wearing multiple hats as instructors, curriculum developers, counselors, researchers, evaluators, and more to support students' academic and personal growth.
This document contains 20 multiple choice questions about pedagogical content knowledge, educational concepts, and teaching methods. The questions cover topics like components of a unit plan, types of reading, teaching skills, the origins of microteaching, instructional tools like flashcards and models, and the definitions of terms like documentary films and slogans. The answers to each multiple choice question are provided in bold.
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
Paulo Freire was a Brazilian philosopher and the father of critical pedagogy who developed the concept of conscientization. Conscientization is the ability to critically perceive the causes of social, political, and economic oppression in order to take action against oppressive elements of society. It involves developing a deep understanding of the world that leads to freedom from oppression. Freire viewed education as a tool for liberation that should involve dialogue between students and teachers to develop a shared critical understanding of reality. His educational philosophy emphasized problem-posing education, dialogue, and using education to promote conscientization and liberation.
Types of programmed instruction - Dr Umashree D KDr Umashree D K
This document discusses different types of programmed instruction, including linear/extrinsic programming and branching/intrinsic programming. Linear programming sequences instructional material into small steps called frames that learners progress through sequentially. Branching programming allows learners choices in their path that determine remedial or next frames, making it less externally controlled. It can use backward branching to repeat missed frames or forward branching to physically progress frames while addressing mistakes. The document provides details on the characteristics, assumptions, and advantages of these programmed instruction methods.
Media as an agency of Education a very important topic for learners of education field i.e. B.Ed./M.Ed./D.Ed.
Contemporary India and Education
Bachelor of Education
Mobile learning has several key characteristics:
1. It is portable as learning resources can be accessed anytime, anywhere through mobile devices.
2. It utilizes wireless networking which avoids problems with internet connectivity and allows for flexible learning.
3. It is interactive as learners can interact with instructors, course materials, and each other through mobile applications and tools like texting, mobile internet, and voice calls.
4. Learners can access a variety of materials from anywhere at any time which provides multiple opportunities for comprehension and retention.
The document discusses referencing and citation styles. It provides definitions of citations and explains their purposes, which include avoiding plagiarism and allowing readers to verify sources. The document outlines several common referencing styles like APA, MLA, Chicago and their origins. It also compares the key differences between APA and MLA formats for formatting papers, in-text citations, references, and citing various sources like books, websites, social media posts etc. Finally, it discusses patterns of in-text citations using ibid and loc. cit. and how to add and customize footnotes.
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
The document discusses seven main approaches to teaching bookkeeping and accountancy:
1. Journal approach - Students learn to record transactions in journals before posting to ledgers.
2. Ledger approach - Students start by learning ledgers before journals.
3. Balance sheet approach - Students first learn the end product (balance sheet) before the individual steps.
4. Equation approach - Students learn about assets, liabilities, capital and how transactions affect the accounting equation.
5. Spiral development approach - Concepts are revisited and built upon incrementally.
6. Complete cycle approach - Students complete the entire accounting cycle on a single sheet to see the full process.
7.
This document discusses creativity and defines it as the ability to discover and explore new areas to create or produce new ideas, theories, or objects. It notes that creativity involves divergent thinking and problem-solving. Creativity peaks at around age 30 but then declines with age due to various social, emotional, and physical factors. Schools can promote creativity by identifying creative students, providing a flexible learning environment that encourages independent thinking, and stimulating creativity in all students through techniques like brainstorming. The role of the teacher is to allow students to think freely and value their ideas.
This document outlines general and specific objectives for education. General objectives are the overarching aims of an educational system and why a subject like mathematics is studied. General objectives reflect the values a society expects to be imparted by a curriculum. Specific objectives differ in that they focus on acquiring a single skill, piece of knowledge, or attitude, rather than encompassing multiple aspects. Social learning theory holds that students learn through observing and imitating others, known as modeling or observational learning.
The document discusses the history and purpose of normal schools. Normal schools were created to train high school graduates to become teachers by educating them in teaching pedagogy and curriculum. The term originates from the French word for "standard" or "model school." Most normal schools are now called teachers' colleges. The first normal schools were established in France in 1685 and the United States in 1823. Their purpose was to establish teaching standards and norms. Normal schools focused on both subject knowledge and teaching methods. Their role in preparing effective teachers has been significant for establishing quality standards within education systems.
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
Models of Teaching are prescriptive teaching strategies developed by researchers to achieve specific instructional goals. They provide plans for designing curriculum, instructional materials, and classroom guidance. Joyce and Weil identified 24 models across four families: information processing, personal, social interaction, and behavior modification. Each model contains components like purpose, assumptions, instructional guidelines, and research evaluation. To implement a model, teachers consider its syntax, principles of reaction, social system, and support system. Models aim to directly impact learning and indirectly influence students through experiencing the learning environment.
The document discusses constructivism, a learning theory based on the idea that students learn by actively constructing knowledge through experiences. It provides key points about constructivism, including that the instructor guides students to use prior knowledge to comprehend new information. The document also outlines important constructivists like Piaget, Bruner, Vygotsky, and Dewey and their theories about cognitive development stages, social interaction playing a role in learning, and the zone of proximal development. Finally, it discusses implications for teachers in developing hands-on, student-centered learning environments.
Enculturation is the process by which people adopt the behaviors of the culture they live in, typically occurring unconsciously from infancy onwards. Acculturation is a two-way process where two cultures influence each other through contact, such as when people acquire new beliefs and values from another culture. While enculturation refers to learning one's own native culture, acculturation involves adopting behaviors from other cultures through contact with them.
This document discusses educational technology, including its definition, objectives, and integration in the teaching and learning process. It covers key terms like technology, information and communication technology (ICT), and how educational technology aims to make learners aware, appreciative, and equipped. The main objective of educational technology is to facilitate learning. It should be integrated into teaching by introducing, reinforcing, supplementing and extending skills. Teachers need computer literacy and competence to effectively use educational technology.
The document discusses internet resources for natural sciences. It notes that the internet provides a wealth of knowledge and information across all fields, including the natural sciences. It states that internet use in schools is being promoted to improve access and integrate online resources into curriculums. Some key internet resources mentioned include websites that provide materials for subjects like biology, chemistry, physics, and environmental science to support both student and teacher needs.
This document contains 20 multiple choice questions about pedagogical content knowledge, teaching methods, and educational tools. The questions cover topics like types of educational commissions, Bloom's taxonomy, cognitive development stages, components of a unit plan, reading methods, teaching skills, the origins of microteaching, and different educational aids like flashcards, models, and documentary films. The answers to each multiple choice question are provided in bold.
Teacher roles include:
1. Facilitating the learning process through preparing lessons, creating a conducive learning environment, and encouraging student participation.
2. Fulfilling administrative duties like serving on committees and assisting students.
3. Wearing multiple hats as instructors, curriculum developers, counselors, researchers, evaluators, and more to support students' academic and personal growth.
This document contains 20 multiple choice questions about pedagogical content knowledge, educational concepts, and teaching methods. The questions cover topics like components of a unit plan, types of reading, teaching skills, the origins of microteaching, instructional tools like flashcards and models, and the definitions of terms like documentary films and slogans. The answers to each multiple choice question are provided in bold.
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
Paulo Freire was a Brazilian philosopher and the father of critical pedagogy who developed the concept of conscientization. Conscientization is the ability to critically perceive the causes of social, political, and economic oppression in order to take action against oppressive elements of society. It involves developing a deep understanding of the world that leads to freedom from oppression. Freire viewed education as a tool for liberation that should involve dialogue between students and teachers to develop a shared critical understanding of reality. His educational philosophy emphasized problem-posing education, dialogue, and using education to promote conscientization and liberation.
Types of programmed instruction - Dr Umashree D KDr Umashree D K
This document discusses different types of programmed instruction, including linear/extrinsic programming and branching/intrinsic programming. Linear programming sequences instructional material into small steps called frames that learners progress through sequentially. Branching programming allows learners choices in their path that determine remedial or next frames, making it less externally controlled. It can use backward branching to repeat missed frames or forward branching to physically progress frames while addressing mistakes. The document provides details on the characteristics, assumptions, and advantages of these programmed instruction methods.
Media as an agency of Education a very important topic for learners of education field i.e. B.Ed./M.Ed./D.Ed.
Contemporary India and Education
Bachelor of Education
Mobile learning has several key characteristics:
1. It is portable as learning resources can be accessed anytime, anywhere through mobile devices.
2. It utilizes wireless networking which avoids problems with internet connectivity and allows for flexible learning.
3. It is interactive as learners can interact with instructors, course materials, and each other through mobile applications and tools like texting, mobile internet, and voice calls.
4. Learners can access a variety of materials from anywhere at any time which provides multiple opportunities for comprehension and retention.
The document discusses referencing and citation styles. It provides definitions of citations and explains their purposes, which include avoiding plagiarism and allowing readers to verify sources. The document outlines several common referencing styles like APA, MLA, Chicago and their origins. It also compares the key differences between APA and MLA formats for formatting papers, in-text citations, references, and citing various sources like books, websites, social media posts etc. Finally, it discusses patterns of in-text citations using ibid and loc. cit. and how to add and customize footnotes.
The document describes Robert Glaser's basic model of teaching which includes five components: instructional objectives, entering behavior, instructional procedures, performance assessment, and feedback loops. The model shows how performance assessment feeds back to each component to improve the teaching process. The components are then defined in more detail, with entering behavior describing students' prior knowledge and skills, instructional procedures outlining the teaching methods used, and performance assessment evaluating how well students achieved the objectives.
- Introduction skills are used to connect students' prior knowledge to new knowledge being taught through questions, statements, and teaching aids.
- A micro-teaching lesson plan format is provided that includes objectives, components, pupil-teacher statements, student responses, and evaluation.
- The purpose of introduction skills is to motivate students and build their interest and attention in the lesson through properly extending terminology and chaining ideas.
- This document discusses internal and external evaluations of projects and programs.
- Internal evaluations are carried out by project team members, while external evaluations are done by those outside the project team.
- Both types of evaluations have advantages and disadvantages - internal evaluations have better implementation understanding but less impartiality, while external evaluations have greater impartiality but less understanding of implementation issues.
2. • NORMAN COWDER ( a contemporary
of B.F Skinner) developed this model.
• His model focuses problem solving from
COMMUNICATION POINT OF VIEW.
BRANCHING / INTRINSIC TYPE
3. • PRINCIPLE OF EXPOSITION.
• PRINCIPLE OF DIAGNOSIS.
• PRINCIPLE OF REMEDIATION.
• विस्तार का विद्ाांत।
• विदाि का विद्ाांत।
• िुधार का विद्ाांत।
PRINCIPLES OF BRANCHING PROGRAMME
4. • The whole concept is presented to the students so that he can
learn the complete information better which is provided in the
home page.
• छात्रों को पूरी अिधारणा प्रस्तुत की जाती है तावक िह पूरी जािकारी को बेहतर तरीके िे िीख िकें जो वक होम
पेज में दी गई है।
• यह दो उद्देश्यों की पूवति करता है:
• It serves two purposes : अध्यापन और ननदान।
PRINCIPLE OF EXPOSITION
5. • Here the weakness of the learner is identified
after exposition and it is assessed whether the
learner could learn what the causes are.
• यहाां विक्षार्थी की कमजोरी को पहचाििे के बाद पहचािा जाता है और यह मूलयाांकि
वकया जाता है वक क्या विक्षार्थी िीख िकता है वक क्या कारण हैं।
• और विर इिे िांिोवधत वकया जाता है।
• And then it is modified.
PRINCIPLE OF DIAGNOSIS
6. • If a learner chooses the wrong alternative, the learner has
to move to a wrong page where a remedial instruction is
provided.
यवद एक विक्षार्थी गलत विकलप चुिता है, तो विक्षार्थी को एक गलत पृष्ठ पर जािा होगा जहाां एक उपचारात्मक
विदेि प्रदाि वकया जाता है।
और छात्र को होम पेज पर लौटिे के वलए विदेवित वकया जाता है और उिे िही उत्तर चुििे के वलए कहा जाता है।
• And the student is directed to return to the home page
and he / she is asked to choose the right answer.
PRINCIPLE OF REMEDIATION
7. • The Programme Text Is Called SCRAMBLED TEXT.
• प्रोग्राम टेक्स्ट को वबखरे हुए पाठ कहा जाता है।
• यह दो प्रकार के पृष्ठों िे वमलकर बिता है:
• मुख पृष्ठ।
• गलत पेज।
• This Consists Of Two Types Of Pages :
1. Home Page.
2. Wrong Page.
STRUCTURE OF BRANCHING PROGRAMME
8. • This page consists of content or concept and
followed by multiple choice questions which
involve four aspects :
• इस पृष्ठ में सामग्री या अवधारणा शाममल है और इसके बाद
कई ववकल्प प्रश्न हैं जिनमें चार पहलू शाममल हैं:
• 1. मशक्षण (सीखने वाला अवधारणा या सूचना को समझने के
मलए ननदेशों के माध्यम से िाता है)।
• 1. TEACHING (The learner goes through
the instructions to comprehend the
concept or information).
HOME PAGE
9. 2. RESPONSE (At the end of instruction,
multiple choice is given to the learner to
choose the correct response, which the
learner has to discriminate. The response is
intrinsic).
2. जिाब (अिुदेि के अांत में, िही प्रवतविया चुििे के वलए िीखिे िाले को कई
विकलप वदए जाते हैं, वजिे िीखिे िाले को भेदभाि करिा पड़ता है। प्रवतविया
आांतररक है)।
10. • 3. DIAGNOSIS:
(If the learner chooses the wrong response,
he has to move to thewrong page. If he
chooses the right response, he moves to the
next home page, where the next unit is
presented.)
• (यवद िीखिे िाला गलत प्रवतविया चुिता है, तो उिे गलत पृष्ठ पर जािा होगा।
यवद िह िही प्रवतविया चुिता है, तो िह अगले होम पेज पर जाता है, जहाां
अगली इकाई प्रस्तुत की जाती है।)
11. • 4. REINFORCEMENT :
The response is reinforced by confirming it at
the begening of the home page, hence the
learner is encouraged through verbal approval or
praise.
• 4. प्रवतविया:
• मुख पृष्ठ की िुरुआत में इिकी पुवि करके प्रवतविया को प्रबल वकया जाता है, इिवलए
विक्षावर्थियों को मौवखक अिुमोदि या प्रिांिा के माध्यम िे प्रोत्िावहत वकया जाता है।
12. • Wrong page or remedial frame
involves :
• गलत पृष्ठ या उपचारात्मक फ्रे म में शाममल हैं:
• छात्र की प्रनतक्रिया दोहरा रहे हैं।
• नकारात्मक पुजष्ि।
• वह गलत क्यों है इसका कारण।
1. Repeating student response.
2. Negative confirmation.
3. Reason as to why he is wrong.
• Cont....
WRONG PAGE
13. 4. Further explanation in a single language.
5. Direction as to where the learner should
go next.
• एक ही भाषा में आगे की व्याख्या।
• वदिा जहाां विक्षार्थी अगले जािा चावहए के रूप में।
Cont....
14. • There are two tenchniques:
1. BACKWARD BRANCHING.
2. FORWARD BRANCHING.
TECHNIQUE OF BRANCHING PROGRAMME
15. • If the learner makes an error, he has to take
to the remedial frame where;
• यवद विक्षार्थी कोई त्रुवट करता है, तो उिे उपचारात्मक फ्रेम पर ले जािा होगा;
• उन्हें अिधारणा को िमझिे और िमस्या को हल करिे में कुछ और मदद दी
जाती है।
• He is given some more help in
understanding the concept and solving the
problem.
BACKWARD BRANCHING
16. • He is then directed to the original
frame number one.
• विर उिे मूल फ्रेम िांबर एक के वलए विदेवित वकया जाता है।
• तो विक्षार्थी दो बार एक ही फ्रेम िे गुजरता है, इििे पहले वक एक बार
उपचारात्मक िामग्री उिके द्वारा िांदवभित हो।
• So the learner goes through the same frame
twice, once before the remedial material is
refered by him.
17. • When the learner gives a correct or wrong
response, he goes to the next or new page.
• जब विक्षार्थी िही या गलत प्रवतविया देता है, तो िह अगले या िए पृष्ठ पर जाता है।
• यवद िह गलत चुिाि करता है, तो उिे उपचारात्मक फ्रे म में विदेवित वकया जाता है जहाां
उिकी गलवतयों को पूरी तरह िे िमझाया गया है।
• If he makes a wrong choice, he is directed to the
remedial frame where his mistakes are fully
explained.
FORWARD BRANCHING
18. • This is followed by another parallel
question from which he goesto the next
frame in the main stream.
• इिके बाद एक अन्य िमािाांतर प्रश्न है, वजिमें िे िह मुख्य धारा में अगले फ्रेम
पर जाता है।