The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
The document discusses educational objectives and outlines several key points:
1. Educational objectives are statements that express what a teacher hopes students will be able to accomplish and provide a foundation for the educational structure.
2. Objectives can be categorized as institutional, departmental, specific/instructional, cognitive, affective, or psychomotor depending on their scope and domain.
3. Objectives should be relevant, unambiguous, feasible, observable, and measurable. Taxonomies like Bloom's taxonomy provide frameworks to help formulate objectives within different domains.
The document discusses several instructional approaches and methodologies including modular instruction, discovery approach, conceptual approach, process approach, inquiry approach, and others. Modular instruction allows students to learn at their own pace. The discovery approach guides students to discover concepts through observation and questioning. The conceptual approach focuses on big ideas rather than isolated topics. The process approach emphasizes learning by doing. The inquiry approach involves seeking knowledge through research and investigation. Other methodologies discussed include whole group instruction, role playing, simulations, and small group work.
The document provides information on teaching and learning processes. It defines learning as the acquisition of knowledge, habits, and attitudes to better oneself and society. The learning process involves adjustment between teachers and students, establishing goals, motivating learners, stabilizing behavior, and changing student behavior. Learning is influenced by factors like age, intelligence, interest, health, motivation, and the learning environment. Educational objectives should be specific, measurable, attainable, realistic and time-bound to provide direction for teaching and learning evaluations. Lesson plans are prepared by teachers to teach lessons in an organized manner and ensure definite objectives are achieved.
Teaching Aptitude in Research MethodologyShajun Nisha
This document discusses teaching methodology and aptitude. It defines teaching as a process of imparting knowledge or skills through interaction and cooperation between teacher and student. It discusses the differences between training, coaching, mentoring, and teaching. It also outlines various types of learning like signal learning, stimulus-response learning, principle learning, and concept learning. Finally, it notes that effective teaching considers individual learner differences like age, aptitude, personality, and motivation.
Models associated with subject matter/disciplineCatherine Matias
The document discusses various models of discipline and teaching methods. It describes the Kounin model which focuses on the teacher's behavior and techniques like "withitness" and "overlapping" to address misbehavior. It also outlines Skinner's behavior modification model using positive and negative reinforcement. The Glasser model focuses on students taking responsibility for their behaviors. Other models discussed include Dreikur's mistaken goal model and Canter's assertive behavioral model. Teaching methods like lecture, discussion, questioning, viewing-listening, and the inquiry method are also summarized.
A guide to instructional practice in teaching & learningKeithH66
The document discusses instructional practices and learning theories. It provides an overview of different learning theories including behavioral, cognitive, constructivist, and situative approaches. It also discusses aspects of instructional design like learning outcomes, resources, assessments, and applying learning theories to pedagogical approaches. Group activities are suggested to identify desirable stages of instructional practice and align them with theoretical models.
This document summarizes Robert Marzano's principles for effective teaching and learning. [1] Marzano is an education researcher who has written over 30 books on teaching best practices. [2] His principles focus on setting clear learning goals, tracking student progress, celebrating success, planning effective lessons, establishing classroom routines, using technology, and providing accommodations. [3] Teachers are encouraged to reflect on their practice and collaborate with colleagues.
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
The document discusses educational objectives and outlines several key points:
1. Educational objectives are statements that express what a teacher hopes students will be able to accomplish and provide a foundation for the educational structure.
2. Objectives can be categorized as institutional, departmental, specific/instructional, cognitive, affective, or psychomotor depending on their scope and domain.
3. Objectives should be relevant, unambiguous, feasible, observable, and measurable. Taxonomies like Bloom's taxonomy provide frameworks to help formulate objectives within different domains.
The document discusses several instructional approaches and methodologies including modular instruction, discovery approach, conceptual approach, process approach, inquiry approach, and others. Modular instruction allows students to learn at their own pace. The discovery approach guides students to discover concepts through observation and questioning. The conceptual approach focuses on big ideas rather than isolated topics. The process approach emphasizes learning by doing. The inquiry approach involves seeking knowledge through research and investigation. Other methodologies discussed include whole group instruction, role playing, simulations, and small group work.
The document provides information on teaching and learning processes. It defines learning as the acquisition of knowledge, habits, and attitudes to better oneself and society. The learning process involves adjustment between teachers and students, establishing goals, motivating learners, stabilizing behavior, and changing student behavior. Learning is influenced by factors like age, intelligence, interest, health, motivation, and the learning environment. Educational objectives should be specific, measurable, attainable, realistic and time-bound to provide direction for teaching and learning evaluations. Lesson plans are prepared by teachers to teach lessons in an organized manner and ensure definite objectives are achieved.
Teaching Aptitude in Research MethodologyShajun Nisha
This document discusses teaching methodology and aptitude. It defines teaching as a process of imparting knowledge or skills through interaction and cooperation between teacher and student. It discusses the differences between training, coaching, mentoring, and teaching. It also outlines various types of learning like signal learning, stimulus-response learning, principle learning, and concept learning. Finally, it notes that effective teaching considers individual learner differences like age, aptitude, personality, and motivation.
Models associated with subject matter/disciplineCatherine Matias
The document discusses various models of discipline and teaching methods. It describes the Kounin model which focuses on the teacher's behavior and techniques like "withitness" and "overlapping" to address misbehavior. It also outlines Skinner's behavior modification model using positive and negative reinforcement. The Glasser model focuses on students taking responsibility for their behaviors. Other models discussed include Dreikur's mistaken goal model and Canter's assertive behavioral model. Teaching methods like lecture, discussion, questioning, viewing-listening, and the inquiry method are also summarized.
A guide to instructional practice in teaching & learningKeithH66
The document discusses instructional practices and learning theories. It provides an overview of different learning theories including behavioral, cognitive, constructivist, and situative approaches. It also discusses aspects of instructional design like learning outcomes, resources, assessments, and applying learning theories to pedagogical approaches. Group activities are suggested to identify desirable stages of instructional practice and align them with theoretical models.
This document summarizes Robert Marzano's principles for effective teaching and learning. [1] Marzano is an education researcher who has written over 30 books on teaching best practices. [2] His principles focus on setting clear learning goals, tracking student progress, celebrating success, planning effective lessons, establishing classroom routines, using technology, and providing accommodations. [3] Teachers are encouraged to reflect on their practice and collaborate with colleagues.
The document discusses teaching as both an art and a science. It describes teaching as an interactive process between students and teachers that requires activity from both parties. There are three types of teaching styles discussed: authoritarian, democratic, and laissez faire. The document also outlines the professional competencies, personal qualities, human qualities, and methods required to be an effective teacher.
The document discusses various topics related to academic and administrative aptitude in education. It covers learning theories like behaviorism, cognitivism and social learning theory. It also discusses factors affecting learning, individual differences, guidance and counseling, educational management, and philosophical foundations of education. The document provides definitions and explanations of these concepts in education psychology and management in brief points.
This document discusses David Ausubel's epistemology/knowledge-based theory of instructional design. The key points are:
1) Ausubel's subsumption theory proposes that new information is best learned when it is meaningfully incorporated into a learner's existing cognitive structure and linked to prior knowledge.
2) Advance organizers are used to explicitly connect new concepts to existing knowledge through exposition, narratives, outlines or other visual representations.
3) There are four processes of meaningful learning according to Ausubel: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
This document discusses the concepts and nature of teaching. It defines teaching as a face-to-face process where a more experienced person influences a less experienced person. It notes that in India, policies from 1986 emphasized restructuring teaching education by setting up institutions like DIETs. Teaching is defined by various scholars as an interactive and disciplined social process aimed at changing another's behavior. The nature of teaching involves applying specialized knowledge and skills to meet students' educational needs, and transmitting knowledge despite challenges.
The document discusses various instructional approaches and methods, including direct/expositive instruction, deductive and inductive methods, demonstration method, inquiry/problem-solving method, project method, metacognitive approach, constructivist approach, cooperative learning approach, reflective teaching, peer tutoring/peer teaching, and partner learning. It provides details on the characteristics and strategies for each approach.
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
Characteristics of modern educational assessmentCatherine Matias
The document discusses the characteristics of modern educational assessment in the 21st century. It identifies eight key characteristics that assessments should have: (1) be responsive and generate data to inform curriculum; (2) be flexible and adaptable to student settings; (3) be integrated into daily instruction rather than added on; (4) be informative by clearly stating goals and using exemplars; (5) use multiple methods to account for different intelligences; (6) communicate assessment data clearly to stakeholders; (7) be technically sound through adjustments and accommodations; and (8) be part of a systemic and comprehensive assessment system. The document provides examples of how these characteristics can be implemented in classroom assessments.
The document is a report submitted by a student teacher documenting their observation of a high school English class. It includes details about the student teacher, cooperating teacher, date of observation, and school. It then compares the traditional and progressive approaches to curriculum, noting differences in teacher vs student-centered focus, memorization vs open-ended questions, and individual vs group work. The student teacher provides insights that the two approaches complement each other and both aim to improve student learning. In their analysis, the student teacher explains why both approaches should be considered and how the philosophies observed in the class relate to curriculum.
General introduction to teaching and learningArathi Ravi
Teaching is a complex process that involves imparting knowledge from a teacher to a student. It requires planning, implementing lessons, and evaluating student learning. Effective teaching considers student needs and utilizes various methods appropriate for the topic, student, and learning environment. Qualities of a good teacher include subject knowledge, strong communication skills, enthusiasm, and the ability to motivate and support students. Teachers play many roles in education including leader, facilitator, mentor, and social engineer.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
Malcolm Knowles introduced the concept of andragogy, which focuses on helping adults learn as opposed to pedagogy which focuses on teaching children. Andragogy is based on six assumptions about adult learners that differentiate them from child learners. Knowles proposed a process model of human resource development and the use of learning contracts based on andragogy. Critics argue andragogy applies equally to children and that adult learners can revert to child-like dependence. Kolb's experiential learning model emphasizes active involvement and interaction through a learning cycle of experience, reflection, conceptualization, and application. Reflective practice as proposed by Schon and others involves reflecting on experiences through strategies like critical incident analysis. Learning styles
The document outlines the duties and responsibilities of teachers in the school setting. It discusses their roles in teaching, academic advising, fulfilling academic requirements, participating in activities related to teaching, providing school and community service, engaging in professional growth, and conducting research. It also discusses the goals and objectives of different educational programs like BEED, BSED, TVET, ALS, as well as frameworks for developing educational objectives like Bloom's Taxonomy and the Affective Domain.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...Monica P
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
Widely applicable teaching models, instructional strategies andJolly Ray Bederico
This document discusses various teaching models, instructional strategies, and graphic organizers that can be used in the classroom. It describes several widely applicable teaching models including discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making, and the ACES teaching approach. Each model follows a specific "syntax" or sequence of instruction. The document also outlines different instructional strategies such as lecture, roundtable discussion, panel discussion, brainstorming, role playing, and socio-drama. Finally, it presents various graphic organizers like concept maps, concept clusters, wheel maps, cycle graphs, and Venn diagrams that can help students organize and understand information.
This document discusses various phases and theories related to teaching and learning. It describes Philip Jackson's three phases of teaching: pre-active, interactive, and post-active. It also discusses Robert Glaser's basic model of teaching which divides the teaching process into four components: instructional objectives, entering behavior, instructional procedures, and performance assessment. Additionally, it covers learning theories such as behaviorism, cognitivism, and constructivism as well as maxims of teaching including known to unknown, simple to complex, and psychological to logical.
Marzano’S Best Practices And Instructional StrategiesLorrene
Marzano's research identifies several effective instructional strategies that can improve student learning across content areas including identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, and setting objectives and providing feedback. These strategies require specific implementation techniques and teacher feedback to achieve their full effect on student learning as reported in research. While cooperative learning and other strategies can be effective, students also need time for independent skill practice and not all strategies work in every situation.
This document summarizes key principles for selecting and organizing content for teaching. It discusses:
1. Guiding principles for selection including validity, significance, balance, interest, and feasibility. Content should meet standards, interests, developmental levels, and be comprehensive but not superficial.
2. Cognitive content includes facts, concepts, principles, theories and laws. It emphasizes conceptual understanding over isolated facts. Subject matter also includes skills and affective elements.
3. Skills involve thinking, such as critical and creative thinking, and problem solving. Affective elements refer to teaching values and attitudes through modeling good behavior and reinforcing it, in addition to the cognitive explanation of values.
EDUCATIONAL TECHNOLOGY IN LEARNING & DEVELOPING EDUCATIONAL OBJECTIVESEk ra
The document discusses educational objectives and their importance in the teaching-learning process. It defines aims, goals, and objectives, and explains that objectives are more specific statements of educational intention compared to aims and goals. Objectives should be stated using observable and measurable verbs to describe the intended pupil behavior. Bloom's Taxonomy is discussed as a framework for categorizing educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes objectives related to knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain covers objectives related to developing interests, attitudes and values. And the psychomotor domain involves objectives focused on developing physical skills. Writing clear, specific, and measurable objectives is important for organizing instruction
trial and error theory el thorndike. presentation prepare by kanhaiya Dixit r...Kanhaiya Dixit
1) Edward Thorndike proposed the trial and error theory of learning, which states that learning occurs through repeated trials, errors, and consequences.
2) Thorndike conducted experiments with cats in puzzle boxes to solve problems, with successful responses reinforced by food.
3) Thorndike's laws of learning include the law of effect, exercise, and readiness. The laws emphasize the role of motivation, practice, and mental preparedness in learning.
The document discusses teaching as both an art and a science. It describes teaching as an interactive process between students and teachers that requires activity from both parties. There are three types of teaching styles discussed: authoritarian, democratic, and laissez faire. The document also outlines the professional competencies, personal qualities, human qualities, and methods required to be an effective teacher.
The document discusses various topics related to academic and administrative aptitude in education. It covers learning theories like behaviorism, cognitivism and social learning theory. It also discusses factors affecting learning, individual differences, guidance and counseling, educational management, and philosophical foundations of education. The document provides definitions and explanations of these concepts in education psychology and management in brief points.
This document discusses David Ausubel's epistemology/knowledge-based theory of instructional design. The key points are:
1) Ausubel's subsumption theory proposes that new information is best learned when it is meaningfully incorporated into a learner's existing cognitive structure and linked to prior knowledge.
2) Advance organizers are used to explicitly connect new concepts to existing knowledge through exposition, narratives, outlines or other visual representations.
3) There are four processes of meaningful learning according to Ausubel: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
This document discusses the concepts and nature of teaching. It defines teaching as a face-to-face process where a more experienced person influences a less experienced person. It notes that in India, policies from 1986 emphasized restructuring teaching education by setting up institutions like DIETs. Teaching is defined by various scholars as an interactive and disciplined social process aimed at changing another's behavior. The nature of teaching involves applying specialized knowledge and skills to meet students' educational needs, and transmitting knowledge despite challenges.
The document discusses various instructional approaches and methods, including direct/expositive instruction, deductive and inductive methods, demonstration method, inquiry/problem-solving method, project method, metacognitive approach, constructivist approach, cooperative learning approach, reflective teaching, peer tutoring/peer teaching, and partner learning. It provides details on the characteristics and strategies for each approach.
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
Characteristics of modern educational assessmentCatherine Matias
The document discusses the characteristics of modern educational assessment in the 21st century. It identifies eight key characteristics that assessments should have: (1) be responsive and generate data to inform curriculum; (2) be flexible and adaptable to student settings; (3) be integrated into daily instruction rather than added on; (4) be informative by clearly stating goals and using exemplars; (5) use multiple methods to account for different intelligences; (6) communicate assessment data clearly to stakeholders; (7) be technically sound through adjustments and accommodations; and (8) be part of a systemic and comprehensive assessment system. The document provides examples of how these characteristics can be implemented in classroom assessments.
The document is a report submitted by a student teacher documenting their observation of a high school English class. It includes details about the student teacher, cooperating teacher, date of observation, and school. It then compares the traditional and progressive approaches to curriculum, noting differences in teacher vs student-centered focus, memorization vs open-ended questions, and individual vs group work. The student teacher provides insights that the two approaches complement each other and both aim to improve student learning. In their analysis, the student teacher explains why both approaches should be considered and how the philosophies observed in the class relate to curriculum.
General introduction to teaching and learningArathi Ravi
Teaching is a complex process that involves imparting knowledge from a teacher to a student. It requires planning, implementing lessons, and evaluating student learning. Effective teaching considers student needs and utilizes various methods appropriate for the topic, student, and learning environment. Qualities of a good teacher include subject knowledge, strong communication skills, enthusiasm, and the ability to motivate and support students. Teachers play many roles in education including leader, facilitator, mentor, and social engineer.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
Malcolm Knowles introduced the concept of andragogy, which focuses on helping adults learn as opposed to pedagogy which focuses on teaching children. Andragogy is based on six assumptions about adult learners that differentiate them from child learners. Knowles proposed a process model of human resource development and the use of learning contracts based on andragogy. Critics argue andragogy applies equally to children and that adult learners can revert to child-like dependence. Kolb's experiential learning model emphasizes active involvement and interaction through a learning cycle of experience, reflection, conceptualization, and application. Reflective practice as proposed by Schon and others involves reflecting on experiences through strategies like critical incident analysis. Learning styles
The document outlines the duties and responsibilities of teachers in the school setting. It discusses their roles in teaching, academic advising, fulfilling academic requirements, participating in activities related to teaching, providing school and community service, engaging in professional growth, and conducting research. It also discusses the goals and objectives of different educational programs like BEED, BSED, TVET, ALS, as well as frameworks for developing educational objectives like Bloom's Taxonomy and the Affective Domain.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...Monica P
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
Widely applicable teaching models, instructional strategies andJolly Ray Bederico
This document discusses various teaching models, instructional strategies, and graphic organizers that can be used in the classroom. It describes several widely applicable teaching models including discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making, and the ACES teaching approach. Each model follows a specific "syntax" or sequence of instruction. The document also outlines different instructional strategies such as lecture, roundtable discussion, panel discussion, brainstorming, role playing, and socio-drama. Finally, it presents various graphic organizers like concept maps, concept clusters, wheel maps, cycle graphs, and Venn diagrams that can help students organize and understand information.
This document discusses various phases and theories related to teaching and learning. It describes Philip Jackson's three phases of teaching: pre-active, interactive, and post-active. It also discusses Robert Glaser's basic model of teaching which divides the teaching process into four components: instructional objectives, entering behavior, instructional procedures, and performance assessment. Additionally, it covers learning theories such as behaviorism, cognitivism, and constructivism as well as maxims of teaching including known to unknown, simple to complex, and psychological to logical.
Marzano’S Best Practices And Instructional StrategiesLorrene
Marzano's research identifies several effective instructional strategies that can improve student learning across content areas including identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, and setting objectives and providing feedback. These strategies require specific implementation techniques and teacher feedback to achieve their full effect on student learning as reported in research. While cooperative learning and other strategies can be effective, students also need time for independent skill practice and not all strategies work in every situation.
This document summarizes key principles for selecting and organizing content for teaching. It discusses:
1. Guiding principles for selection including validity, significance, balance, interest, and feasibility. Content should meet standards, interests, developmental levels, and be comprehensive but not superficial.
2. Cognitive content includes facts, concepts, principles, theories and laws. It emphasizes conceptual understanding over isolated facts. Subject matter also includes skills and affective elements.
3. Skills involve thinking, such as critical and creative thinking, and problem solving. Affective elements refer to teaching values and attitudes through modeling good behavior and reinforcing it, in addition to the cognitive explanation of values.
EDUCATIONAL TECHNOLOGY IN LEARNING & DEVELOPING EDUCATIONAL OBJECTIVESEk ra
The document discusses educational objectives and their importance in the teaching-learning process. It defines aims, goals, and objectives, and explains that objectives are more specific statements of educational intention compared to aims and goals. Objectives should be stated using observable and measurable verbs to describe the intended pupil behavior. Bloom's Taxonomy is discussed as a framework for categorizing educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes objectives related to knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain covers objectives related to developing interests, attitudes and values. And the psychomotor domain involves objectives focused on developing physical skills. Writing clear, specific, and measurable objectives is important for organizing instruction
trial and error theory el thorndike. presentation prepare by kanhaiya Dixit r...Kanhaiya Dixit
1) Edward Thorndike proposed the trial and error theory of learning, which states that learning occurs through repeated trials, errors, and consequences.
2) Thorndike conducted experiments with cats in puzzle boxes to solve problems, with successful responses reinforced by food.
3) Thorndike's laws of learning include the law of effect, exercise, and readiness. The laws emphasize the role of motivation, practice, and mental preparedness in learning.
1) Edward Lee Thorndike was an American psychologist who pioneered research in human and animal learning through experiments using puzzle boxes with cats.
2) He developed the law of effect, which states that behaviors followed by satisfying consequences become strengthened through repeated experiences.
3) Thorndike's theory of connectionism represented the original stimulus-response framework of behavioral psychology, where learning occurs through associations forming between stimuli and responses that are strengthened or weakened based on experiences.
1) Edward Lee Thorndike was an American psychologist known for establishing the law of effect and pioneering the field of educational psychology.
2) Through experiments with cats in puzzle boxes, Thorndike determined that learning is strengthened when responses are rewarded and weakened when responses are punished, establishing his law of effect.
3) Thorndike spent his career at Columbia University studying human learning, education, and mental testing, and his work significantly influenced the field of behavioral psychology and education.
EDWARD THORNDIKE-THEORY OF CONNECTIONISNM- LUMANOG, MARY KRISTINE M..pptxTinTin923889
Edward Thorndike developed the Theory of Connectionism which posits that learning occurs through the connection between a stimulus and response. The theory includes three main laws: the Law of Readiness states that learning requires preparation and readiness; the Law of Exercise explains that practice strengthens connections; and the Law of Effect establishes that responses connected to satisfaction are strengthened while those connected to annoyance are weakened. Thorndike's work laid the foundation for educational psychology and emphasized the role of reinforcement and practice in learning.
Learning involves a permanent change in behavior resulting from experience. There are many types of learning including motor, verbal, concept, and discrimination learning. Learning is influenced by factors related to the learner, teacher, and content. Several theories aim to explain the process of learning, including Thorndike's law of effect, Pavlov's classical conditioning, and Skinner's operant conditioning. Thorndike's theory proposes that behaviors followed by satisfaction become strengthened over time through rewards. Pavlov's theory demonstrates that a learned reflex can be developed by associating a stimulus with a response. Skinner's theory shows that behaviors can be shaped by reinforcing consequences.
1. The document provides an overview of learning, including definitions of learning, the nature and characteristics of learning, types of learning (e.g. motor, verbal, concept), domains of learning, factors influencing learning, and theories of learning including Thorndike's law of effect and Pavlov's classical conditioning.
2. It discusses Thorndike's experiment with cats in a puzzle box to demonstrate trial-and-error learning. Thorndike's theory was that learning establishes connections between stimuli and responses, and that correct responses are reinforced through rewards.
3. Pavlov's classical conditioning experiment with dogs is described, where he conditioned them to salivate when they heard a bell through repeated pairing of the bell
its all about learning and u can find out all your doubts related to learning and if you have any more information so just email us sharmasandeep328@gmail.com.....
The document discusses various theories and aspects of learning. It begins by defining learning as the acquisition of habits, knowledge, and attitudes through new experiences that allow adjustment to changing environments. Several key points are then made:
- Learning is a lifelong process that begins at birth and involves physical, cognitive, and emotional development.
- Factors like motivation, environment, experiences, and reinforcement influence learning.
- Different learning theories are proposed, including trial-and-error, classical conditioning, operant conditioning, and cognitive theories.
- Laws of learning like exercise, effect, readiness are described. Different types and processes of learning are also outlined.
Edward LEE Thorndike Educational Theory.pptxKristineRanyah
Educational Theory by Edward Thorndike. He was the first American psychologist who put forward the Trial and Error Theory of learning.
*Three Fundamental Laws of Learning
*Educational Implications of Law of Exercise
*Educational Implications of Law of Readiness
1. The document discusses various theories of learning and motivation, including behavioral, cognitive, and constructivist perspectives. It describes concepts like classical and operant conditioning, observational learning, schema theory, and stages of cognitive development.
2. Key aspects of successful learning mentioned are that it should be goal-oriented, situated in social contexts, connected and cumulative, involve self-regulation and reflection, and be inclusive and supported.
3. Theories of motivation discussed include expectancy theory and choice theory. The document also covers concepts like metacognition, student diversity, and transfer of learning.
This document provides an overview of learning, including definitions of learning, types of learning, learning theories, and factors that affect learning. It discusses three main learning theories: behaviorism, cognitivism, and humanism. Behaviorism, proposed by theorists like Pavlov and Skinner, asserts that learning occurs through conditioning and reinforcement. Cognitivism, based on Gestalt psychology, views learning as a process of organizing and interpreting new information. Humanism emphasizes affective and self-actualizing learning experiences. The document also outlines the learning process and discusses characteristics of learning like different domains and styles of learning.
Thorndike proposed a multi-factor theory of intelligence that opposed the idea of general intelligence. He believed intelligence is composed of many specific mental abilities or factors. Each intellectual task involves a combination of these factors. The degree of correlation between two tasks depends on the common factors involved. Thorndike identified four attributes of intelligence: level, range, area, and speed. He also proposed three laws of learning: the law of readiness, the law of exercise, and the law of effect. Learning is influenced by motivation, practice, rewards and punishments.
This document provides definitions and explanations of key concepts related to learning theories and principles. It discusses several major schools of learning theory, including behavioral theory, cognitive theory, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, it outlines some of the core ideas and implications for how learners learn most effectively. It also describes principles of learning such as readiness, exercise, effect, primacy, recency, intensity, requirement, and freedom. Overall, the document aims to provide insight into learning from the perspective of educational psychology and different learning theories.
The document discusses types, levels, and approaches to learning. It describes several types of learning including motor learning, verbal learning, concept learning, and discrimination learning. It then outlines Robert Gagne's learning hierarchy, which includes 8 levels of learning from simple signal learning to complex problem solving. Finally, it compares behaviorist, cognitivist, and constructivist approaches to learning, noting key theorists like Skinner, Bruner, and how knowledge is actively constructed in constructivism.
The document discusses several theories of learning including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, information processing theory, and the humanistic approach. It provides definitions and key aspects of each theory, with behaviorism focusing on observable behaviors, cognitivism on mental processes, social learning theory on observational learning, and social constructivism emphasizing socially constructed and contextualized knowledge. Theories like multiple intelligences and information processing look at different types of intelligence and how knowledge is acquired and represented. The humanistic approach stresses self-actualization and meeting individual student needs.
LEARNING AND BEHAVIORAL MEDICINE IN PSYCHOLOGYAYONELSON
This document discusses learning and provides definitions and theories of learning. It begins by defining learning as the process of acquiring new knowledge, attitudes, and skills needed to meet life's demands. Several psychologists' definitions of learning are then provided. The document also discusses the nature and characteristics of learning, including that it is a continuous, goal-directed process that involves change and experience. It notes different types of learning and provides details on Thorndike's trial and error theory of learning and his laws of learning, including the laws of readiness, exercise, and effect.
1. The document discusses learning and behavioral medicine. It provides definitions of learning from various psychologists and educationists. 2. Key aspects of learning discussed include it being a process of acquiring knowledge, attitudes and skills through experience. It is influenced by one's environment and can take place anywhere. 3. The document also examines theories of learning including Thorndike's trial and error theory, Pavlov's classical conditioning, and Skinner's operant conditioning theory. It provides examples and explanations of each.
This PPT contains topic Learning from Unit 3 Cognitive Process of the subject Psychology for F.Y.B.SC.Nursing.
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2. ASSOCIATE LEARNING THEORY (BEHAVIOURISTIC
VIEW)
In the early 20th century Russian Psychologist Ivan Pavlov did his experiment on reinforcement with his dog and got
Nobel prize. He created the first learning theory which procedes the reinforcement learning theory. Classical
conditioning does not involve rewards and punishments which are key terms in the reinforcement learning theory.
Classical conditioning focuses on creating relationships by association. In his major experiment, there was a dog, a
bell, food and salivation.
A dog sees his food and salivates. An unconditioned response. Food Salivation
Unconditional stimulus unconditioned response.
A bell is rung at the same time that a dog sees his food and salivates. This is repeated several times. A bell is rung
without the food and the dog salivates. Bell Salivation
Conditioned Stimulus conditioned response.
A bell is rung and no food is given to the dog. This repeated several times. A bell is rung without food and the dog
no longer salivates. Bell No Salivation
Stimulus No response (Mergel, 1998)
This is learning from the behaviouristic viewpoint. According to this viewpoint learning is "formation of
conditioned reflex" or "acquisition of involuntary anticipatory adjustment" or "a habit formation" so that behaviour
may become automatic.
3. S-R BOND THEORY OR THORNDIKE’S TRIAL AND ERROR
THEORY
Edward Lee Thorndike (1974-1949) is generally considered to have been the foremost educational psychologist, not only of the United
States but of the world.
According to Thorndike, learning takes place by trial and error. Some people call it "learning by select ion of successful variant”.
Accordingly when no ready-made solution of a problem is available to the learner, he adopts the method of' Trial and Error. He first
tries one solution. If it does not help him, he rejects it. Then, he tries another and so on.
In this way, he eliminates errors or irrelevant responses which lo not serve his purpose and finally discovers the correct solution. Thus,
in Trial and Error method, the learner makes random activities and finally reaches the goal accidently.
The classical examples of Thorndike’s S-R theory was a cat learning to escape from a “puzzle box” by pressing a lever inside the box.
After much trial and error behaviour the cat learns to associate pressing the lever(s) with opening the door. Thorndike has given
principles of learning in his theory.
1. Learning requires both practice and rewards.
2. A series of S-R connections can be chained together if they belong to the same action sequence (law of readiness).
3. Transfer of learning occurs because of previously encountered situations.
4. Intelligence is a function of the number of connections learned.
4. THORNDIKE STATED THE FOLLOWING THREE
LAWS
Law of Readiness: The first primary law of learning, according to Thorndike is Law of Readiness' or
the law of Action Tendency’, which means that learning takes place when an action tendency is
aroused through preparatory adjustment, set or attitude. Readiness means preparation for action.
If a subject is not prepared to learn, a thing cannot be automatically in-stilled in him. For example,
unless the typist in order to learn typing, prepares himself to start, he would not make much
progress in a lethargic and unprepared manner.
Law of Exercise: The second law of learning is the 'Law of Exercise' which means that drill or
practice helps in increasing efficiency and durability of learning. The law of exercise, therefore, is
also understood as the 'law of use and disuse' in which case connections or bonds made in the brain
cortex are weakened or loosened.
Law of Effect: The third law is the 'Law of Effect', according to which the trial or steps leading to
satisfaction stamp on the bond or connection satisfying states which lead to consolidation and
strengthening of the connection, whereas dissatisfaction, annoyance or pain lead to the weakening
or stamping out of the connections.
Thorndike also refers to five subordinate laws which further help to explain the learning process:
5. Law of Multiple Responses: According to it the organism varies or changes its responses
till ail-appropriate behaviour is hit upon. Without varying the responses, the correct
response for the solution might never be drawn up. If the individual, wants to solve a
puzzle, lie is to try in, different ways rather than mechanically persisting in the same.
The Law of Set or Attitude: Learning is guided by a total set or attitude of the organism,
which determines not only what the person will do but what will satisfy or annoy him.
For instance, unless the cricketer sets himself make a century, he will not be able to score
more runs..
Pre-Potency of Elements: According to this law, the learner reacts selectively to the
important or essential elements are a situation and neglects the other features or
elements which may be irrelevant or non-essential.
Law of Response by Analogy: In this law, the individual makes use of old experiences or
acquisitions while learning a new situation. There is a tendency to utilize common
elements in the new situation as they existed in a similar past situation.
6. THE PROCESS OF LEARNING
Acquisition: Acquisition is a change in performance due to experience. Learning can be inferred
from experiences. Now learning can be positive or negative in relation to the desirable
performance. Learning occurs in two stages. The first stage is known as early learning. It is slow and
involves the acquisition of basic discrimination. Second stage is known as Inter learning.
Retention: Retention is a permanent change in performance due to practice. Meaningful content is
more easily learned than mere content. Learning with understanding depends very much upon
readiness for the task, practice in variety of contexts and conditions of practice.
Transfer: Transfer is the effect of previous learning on performance in a new situation. It may be
positive, negative, or zero. Positive occurs when previous learning situations facilitate subsequent
performance. Negative, transfer occurs when previous learning situations interfere in performance.
Zero transfer occurs when previous learning situations do not affect subsequent performance.
7. ROLE OF TEACHER IN
LEARNING
The role of teacher is diverse during teaching-learning process and has several
orientations. One important aspect is that of facilitator of student learning.
Tylee (2011) has summarized the teacher’s role in students’ learning.
He argued that teacher as a facilitator undertakes the following roles:
1. Assesses the students
2. Plans the learning
3. Implements the plan
4. Evaluates the process
8. QUALITIES OF A GOOD
TEACHER
Open-mindness: The teacher should be open-minded. This quality of openmindness also implies the ability
to listen, to respond, and to interact with the students, free from the constraint of imposing value criteria.
The open-minded teacher is functionally non-judgmental. This does not mean that the teacher holds no
judgments or communicates no values to the students.
Sensitivity: This is a prime factor which contributes towards effectiveness. While open-mindness makes
possible a comprehensive and accurate view of the student, sensitivity is a cognitive as well as emotional
response to the student as a whole person.
Empathy: This comes in when the teacher is dealing with the student as a whole person. If he is empathetic,
his understanding allows him to experience fully the feelings and perceptions of the student. The teacher
must be able to experience the student's feeling as the student is experiencing them. He must put himself
emotionally and intellectually in the student's position.
Objectivity: To remain objective in the teaching profession means to be able to stand back and observe what
is happening from a neutral, or non-imposing, frame of reference. When one is objective, one is pot involved
to an extraordinary degree with another. In terms of our discussion of empathy, we can see objectivity as the
extension of the "as if" quality of the intellectual realm of experience.
10. OBJECTIVES
After reading the unit, it is hoped that the students will be able to:
Distinguish between aims, goals and objectives;
Explain the characteristics of objectives:
Recognize and discriminate between Cognitive, Affective and Psychomotor
objectives;
State what words should be used and what words should be avoided while writing
the objectives; and
Discuss how to write objectives in behavioural terms.
11. AIMS, GOALS AND OBJECTIVES
Wilson(2005) has defined aims, goals and objectives.
Aims: Aims are general statements that provide direction or intent to educational action. Aims are
usually written in amorphous terms using words like: learn, know, understand, appreciate, and these
are not directly measurable. Aims may serve as organizing principles of educational direction for
more than one grade. Indeed these organizing may encompass the continuum of educational
direction for entire programs, or subject areas.
Goals: Goals are statements of educational intention which are more specific than aims. Goals too
many encompass an entire program, subject area, or multiple grade levels. They may be in either
amorphous language or in more specific behavioural terms.
Objectives: Objectives are usually specific statements of educational intention which delineate
either general or specific outcomes. Objectives are usually accomplished in short or medium term.
Objectives should be given a timeline to be more effective.
12. DIFFERENCE BETWEEN AIM AND INSTRUCTIONAL
OBJECTIVES
Aims are long term and comprehensive while objectives are short and of a limited
nature.
There may be many objectives for the realisation of an aim.
Objectives help in achieving the aims.
Objectives can be achieved through school programme.
Aims belong to education as it whole, while objectives are subject-wise these may
be different from subject to subject e.g. the objectives of teaching a language will
he different from the objectives of teaching science.
Objectives provide learning experiences while aims indicate ultimate
achievements.
13. CHARACTERISTICS OF OBJECTIVES
Determination of objectives is important in education because they provide us the direction in which we have to proceed.
They provide the basis for the organisation of learning experiences and deciding about the tools and evaluation techniques to be used.
Objectives further provide a clear picture about the nature and extent of behavioural changes that the teacher seeks in students.
They are useful both for teachers and students. They follow the objective-based approach in the teaching learning process which helps in
analysing, preparing and presenting the content material according to the dimensions of objectives.
The teacher organises the content material and learning experiences for the realisation of educational objectives.
These also help in selecting the most appropriate method of teaching.
The teacher makes use of various tools and techniques of evaluation to know the nature and extent of behavioural changes. These tools and
techniques of evaluation are also based upon educational objectives. In the absence of these objectives, evaluation, progress and change cannot
be measured properly.
Therefore, we see that there is an intimate relationship between educational objectives, learning experiences and evaluation, which can be
figuratively depicted as below:
Educational Learning Evaluation Objectives Experience
In short it can be said that educational objectives help us in deciding the curriculum and learning experiences, methods of teaching, teaching-
learning activities, the main teaching points, selection and construction of proper evaluation tools and techniques and apply them to know the
nature and extent of the changes brought about among children.
14. SOURCES OF OBJECTIVES
There are three main sources of objectives:
Individual: The individual is the locus of attention in education. Changes in the thinking, feeling and doing
aspects of his behavior are to be pointed out in order to help in the total and comprehensive development
of his personality in accordance with his needs as well as the needs of the society. Thus individual’s
needs provide us the basis of educational objectives.
Content of subject matter: For the whole development of personality various curricular and co-curricular
activities are organized by the school. All the subjects and activities of the curriculum have different
objective though these may be some overlapping among them. These provide us to direction and basis
for formulating educational objectives.
Philosophical and social environment: The philosophy of life of a society helps us in deciding
educational objectives. Every society has certain norms and values which are reflected in its day-to-day
life. Educational objectives cannot be against the prevailing social, cultural aim philosophical environment
of a society and have to the in accordance with these. Every society expects its members to acquire
knowledge, skill attitudes and interests not only to preserve itself, but also to progress this way, the
philosophy of a society and its social and cultural nee provide us the basis for deciding educational
objectives.
15. DOMAINS AND LEVELS OF INSTRUCTIONAL
OBJECTIVES
There are numerous educational objectives. These may belong to the mental, social, moral,
emotional or physical aspect of learner.
These are stated in behavioural terms. Some belong to one category, and some to another.
Therefore, efforts were made to categorise them.
B.S. Bloom and his associates (1956) evolved, a category system which is popularly known as
"Taxonomy of Educational Objectives". This category system helps us ill evaluating the nature and
extent of behaviour changes brought about among learners. It is used in almost all systems of
education all over the world. Bloom translated these objectives into behavioural terms to make
them observable, and measurable. The characteristics of this taxonomy are given below:
Educational objectives and behavioural changes can be described in an hierarchy from simple to
complex.
The instructional objectives for learning can be classified into three main categories or domains:
16. COGNITIVE DOMAIN
Bloom has divided the cognitive domains into six categories on the basis of complexity and hierarchy
of mental functions.
This categorization proceeds from simple to complex acts, i.e. knowledge, comprehension application,
analysis, synthesis and evaluation.
He further divided these into sub-categories.
At lower level: It includes knowledge of facts, specific principles, terms, trends, classes and classification, criteria and
methodology, knowledge of universals and abstracts of theories and structures. Comprehension includes understanding,
translation and interpreting.
At medium level: There is application of knowledge in different situations, and analysis of elements, relationships and
principle.
At high level:There is synthesis which means production something unique, or production of a plan, and evaluation which
means judging in terms of internal and external evidence.
Therefore, the hierarchy of the cognitive domain is constituted knowledge, comprehension,
application, analysis, synthesis evaluation.
17. AFFECTIVE DOMAIN
The objectives of affective domain are concerned with development of interests, attitudes and values and individual
minor feelings experiences. Detailed categorisation is given below:
Receiving (Attending): This is the lowest kind of objective in the affective domain in which the learner is provided with
initial experience to show willingness to receive and is given controlled selected attention. For example, the response
given by the teacher.
Responding: This is the second objective in which paying attention is necessary. The students pay attention to say, a
recited poem, and are willing to respond and derive satisfaction from giving response questions.
Valuing: Receiving and responding help in the achievement of this objective which is exhibited in the behaviour of the
individual in the form of acceptance and preference for a value and commitment to it.
Organization: After the acquisition of values the individual conceptualizes the correct nature of different values, and
organises them into a value system which helps in the development of attitudes.
Characterization of Value Complex: This is the highest kind of objective in the affective domain who is based upon
the four objectives described earlier. At this stage permanent value complex or system is formed in the individual
which is reflected in his interests, attitudes and life style.
18. PSYCHOMOTOR DOMAIN
This domain relates to the development of physical skills. A detailed and standardized
taxonomy of the psychomotor native domain objectives is yet to be evolved. Hence
only these categories in hierarchical order are described below:
Imitation: This category is of the lowest kind in which mental impulsion provides the base and the
individual repeats the overt act in crude form.
Manipulation: At this stage the individual follows directions, selects certain acts, and the process of
fixation starts. ii) Precision: This is the third stage at which the individual reproduces the desired act
and gains necessary control over it.
Articulation: At this stage, the individual acquires the skill of controlled presentation of different acts
in a coordinated manner, in proper sequence and harmony.
Naturalisation: This is the highest kind of objective in psychomotor domain in which the desired
acts turn into automatic acts leading to a sort of habit formation or routine acts for the individual.
19. WRITING EDUCATIONAL OBJECTIVES IN BEHAVIOURAL
TERMS
Educational objectives need to be specified in terms of pupil's behaviour to make the process of
teaching-learning more purposeful and effective. The statement of educational and instructional
objectives consists of the following two parts:
The first relates to the changes that are to be brought about in any aspect of behaviour of the
learner.
The second relates to the content material or syllabus (curriculum in general) to be covered through
instruction which is expected to modify the behaviour of the learner.
Therefore, the following three things are to be kept in mind while educational objectives in
behavioural terms:
i) Nature of instructional objective (knowledge application etc)
ii) Area or domain or behaviour (cognitive, affective or psychomotor). iii) Specific content area.
There are three main approaches in writing objectives in behavioural terms.
20. ROBERT MAGER'S APPROACH
Robert Mager (1975) has adopted Bloom's Taxonomy for writing objectives. Mager has suggested the following steps
while writing the objectives.
Identification of terminal behaviour: What the pupil will be able do after teaching.
Describing the important conditions under which the desired behaviour change is expected to take place.
Specification of criteria of acceptable performance or desired terminal behaviour.
List of action verbs for cognitive domain objectives:
Objectives Associated Action Verbs
Knowledge : Define, state, recall, recognize, write, measure, list, etc.
Comprehension : Explain, identify, classify, distinguish, illustrate, indicate, justify, summarize, etc.
Application : Use, construct, demonstrate, compute, discover, illustrate, modify, solve, select, etc.
Analysis: Analyse, compare, conclude, contrast, criticise, differentiate, separate, etc.
Synthesis : Organize, discuss, argue, integrate, generalize, prove, relate, summarise, predict, etc.
Evaluation : Compare, choose, associate, criticize, conclude, defend, evaluate, support, verify, etc.
21. HARROW, A. J. APPROACH
Robert Mager ignored the psychomotor domain. Harrow (1972) emphasized the psychomotor domain and suggested the
following procedure/steps in writing objectives:
Describing the indicator or indicating relevant activity.
Describing the stimulus which calls for a response.
Describing the controlling of object.
Describing the activity to be done.
Indicating the adequacy of response for feedback.
List of verbs for psychomotor domain.
Objectives Associated Action Verbs
Reflex movement Stop, straighten, stretch, loosen, etc.
Fundamental movement Catch, hold, jump, move, kneel, run, walk, etc.
Physical abilities Bend, bear, conduct, start, lean. Etc.
Perceptual abilities Balance, discover, explore, identify, see, etc.
Skilled movements Dive, drive, dance, play, skate, swim. etc.
Non-discussive communication Pose, sit, sketch, smile, stand, etc.
22. AIKEN (2010)
Aiken (2010) has suggested following points while writing objectives:
1. List each objective in learner-oriented, not faculty-oriented terms.
2. List each objective in measurable terms.
3. Each objective should be consisted of only one action or outcome.
4. Keep statements short and focused on a single outcome.
5. Avoid using verbs that are vague.
6. Learning objectives should be student-focused.
7. Include complex or higher-order learning objectives when they are appropriate
8. Learning objectives should match instructional strategies and assessment requirements.
9. Learning objectives should be SMART (specific, measurable, acceptable, realistic and time-bound).
10. Should be related to learners’ experiences.
11. Objectives should be measurable.
12. Objectives should specify appropriate conditions of performance.