The document discusses traditional Indian education systems like the guru-shishya parampara and compares it to modern education systems. It covers topics like the teacher-student relationship, cognitive vs. psychomotor vs. affective learning, and innovative ways to enhance the learning process, such as using the KWL technique and analyzing photographs in small groups. The document provides examples of activities to develop cognitive skills like problem solving and ways to develop learning skills through activity-oriented teaching.

1. GURU
SHISHYA
PARAMPARA
BY
VINITA RIKHI

2. SYNTHETIC VISION
 GURU
SHISHYA
PARAMPARA
AND
EDUCATION
SYSTEM

3.  He who is
possessed of
supreme
knowledge by
concentration of
mind, must have
his senses under
control, like
spirited steeds
controlled by a
charioteer."

5. TRADITIONAL AND MODERN EDUCATION
SYSTEM
TRADITIONAL
EDUCATION
SYSTEM
MODERN
EDUCATIONA
SYSTEM

6.  Wood's
Dispatch
of 1854
laid the
foundation
of present
system of
education
in India.

7. 
TEACHER-
 STUDENT

RELATIONSHI
P

8. COGNITIVE, PSYCHOMOTOR AND
AFFECTIVE TEACHING-LEARNING

9. COGNITIVE SKILL

10. COGNITIVE DOMAIN
Use these words in written objectives to
Level and Meaning
describe the associated cognitive level:
define, distinguish, identify, inquire, label, list,
Knowledge: The remembering of previously
match, memorize, name, read, recall,
learned material (recall of facts)
recognize, relate, repeat, record, select
associate, describe, differentiate, discuss,
explain, extend, generalize, give examples,
Comprehension: The ability to grasp the
illustrate, infer, interpret locate, rearrange,
meaning of the knowledge being learned
reorder, restate, rewrite, summarize, transform,
translate
apply, calculate, choose, classify, demonstrate,
Application: The ability to use learning develop, generalize, illustrate, operate,
materials in a new way organize, practise, restructure, sketch, solve,
transfer, use
analyse, categorize, classify, compare,
Analysis: The ability to break material down contrast, deduce, describe, detect, diagram,
into its parts so that its organizational structure discriminate, differentiate, distinguish,
may be understood experiment, group, inspect, point out, put into
lists, question, sub-divide, test
Synthesis: The ability to combine previous
combine, compile, create, design, generate,
experiences with new material to form a whole
integrate, modify, plan, produce, propose, solve
new structure
appraise, assess, choose, compare, conclude,
Evaluation: The ability to judge the value of
consider, criticize, evaluate, judge, measure,
material for a given purpose
rate, score, select, support, validate, value

15. Teaching-
-learning

16. Learning skills

19. . Activities oriented teaching-learning

20. INNOVATIVE WAYS TO ENHANCE

LEARNING
1.Cognitive learning
 1.Create a handout and transparency with a three-column chart.
 1. Select a problem (e.g .HOW SOCIO-ECONOMIC Place the letter “K” at the top of column 1, the letter “W” at the
DIFFERENCES WERE REFLECTED IN THE RURAL top of column 2, and the letter “L” at the top of column 3.
SOCIETY). Distribute copies of the handout to students. Instead of a
 2. Discuss problem solving strategies. transparency you may simply draw the KWL chart on the board.
 3. Introduce the problem to the students. 2.Introduce the topic or concept to be studied (e.g.Rajputs).
 4. Have students clarify the problem (restate it- 3.The K Part: Ask students to think quietly and independently
possession of cattles, land, artisanal work. about the question “What do you already KNOW ABOUT RAJPUTS
 5. Assign students to "stakeholder groups" or roles (e.g. ?” Tell them to write their responses in column 1 under the letter
jatis, subjatis, clan etc) to develop solutions or positions. “K.” Then, ask volunteers to share what they already know and
 6. Move students to jigsaw groups comprised of every record their responses on the transparency (or board).
role (i.e. Rajputs, Ahoms, Sikhs, Jats etc) to try to reach 4.The W Part: Ask students to think quietly and independently on
an agreement or a solution to the problem.
responses to the question “ WHAT ARE SOME THINGS THAT YOU
 7. Debrief
WANT TO LEARN ABOUT RAJPUTS ?” Tell them to write their
 . responses in column 2 under the letter “W.” Then, ask volunteers
to share what they already know and record their responses on
Gather two photographs that are likely to lead students to competing
the transparency (or board). Use all or some of this information
descriptions of a(n) person, event, institution, society etc. For example,
to modify the unit that you plan to teach.
•Photograph A (photo of PERSIAN WHEEL= suggests some story
5.Engage students in the unit of instruction.
•Photograph B (photo OF SPINNING WHEEL= suggests some story
6.The L Part: Ask students to work quietly and independently on
3. Jigsaw: Split the class into halves. Divide students in both halves into
responses to the question “WHAT ARE SOME THINGS THAT YOU
small groups and distribute photograph A to some groups and Photograph
LEARNT ABOUT RAJPUTS ?” Tell them to write their responses in
B to other groups.
column 3 under the letter “L.” Then, ask volunteers to share what
4. Have students analyze the photograph and discuss the following in their
they already know and record their responses on the
small groups: What does this photograph suggest about the topic?
transparency
5. Take students who analyzed photograph A and pair them off with
students who analyzed photograph B. Ask each student in the paired
group to describe the conclusions they drew from their photograph. If the
photographs are well selected, students should arrive at competing
conclusions

21. ARCHITECTURE
stone
blocks
rock-cut
Forts
technology
the Vault
Minarets and the
Dome
the
Use of lime
Trabeate
and gypsum
technique