HERBARTIAN_MODEL - Copy.pptx
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Herbart advocated five formal steps in teaching . The five stepped system of lesson planning was started by J. Friedrich Herbert, a German psychologist. His five-stage system of lesson planning involves five discrete steps including preparation, presentation, association, generalization, and application. Herbart advocated five formal steps in teaching. 3.4.2 Approaches to Lesson Planning There are various approaches to lesson planning. They are Herbartian approach, Unit approach, Evaluation approach and Project approach. a) Herbartian approach The steps of the Herbartian approach are given below: i) General information regarding the subject, class, age level of children, estimated time. ii) Instructional Objectives a) General Objectives b) Specific Objectives You are aware that different subjects at different grade levels have some general objectives whereas specific objectives, which are written in behavioural terms as they focus on the expected outcomes of our teaching about the topic covered in a given period of time. These specific objectives, also known as instructional objectives. They must be measurable and observable. You are required to identify your behavioural objectives and state them in a clear and unambiguous language. iii) Instructional aids Select teaching aids which you think would be proper for clarifying the concepts to be taught. List all such teaching aids used. They could be in the form of charts, static or dynamic model, real specimens, etc. , iv) Testing of previous knowledge Development of the lesson is based on the previous knowledge of your students. We have to assume the previous knowledge of students related to the content to be taught and test it through a single direct question. v) Introduction This step mainly is concerned with introducing a topic through introductory questions or by creating the appropriate situation. The focus is on preparing out students to receive new knowledge by linking it with their previous knowledge. vi) Presentation Presentation comprises of the ways in which relevant content is presented. Most of the teachers develop their lesson with the help of developing questions and using students' 1 -sponse for further presentation ~fthe content. This presentation or development stage is interactive in the real classroom situation. It depends on teachers' communication skills and teaching skills like questioning, explaining, giving demonstration and providing reinforcement on desirable student behaviour. vii) Recapitulation Recapitulation of the lesson helps the teacher to find out the extent of learning that has occurred during the period of instruction. It can be done by asking several questions. This stage provides feedback to the teacher about hisher teaching process. viii) Black Board Summary Teacher writes the summary of his teaching points and explanations. It is to be developed 5 8 simultaneously when less011 is being developed. - ix) Home Assignment suitable for content.
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Johann Friedrich Herbart was a German philosopher and educational reformer born in 1776. He believed that education involves transmitting knowledge from one generation to the next through a process where new ideas become associated with existing ideas in the student's mind. He developed a theory of instruction that emphasized preparing students to receive new information by relating it to their prior knowledge and experiences. Herbart is considered the founder of scientific pedagogy.
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To acquire a new concept. To enrich and clarify known concepts. To develop an awareness of thinking strategies. To understand the nature of the conceptual activity.The concept attainment model of teaching is a strategy developed by Jerome Bruner. It's an inductive teaching method in which learners identify the attributes in a data set and then define the category they belong to and its characteristics. Bruner was a psychologist who studied the way we think. Concept Attainment Model is given by Jerome Bruner. This model requires a. student to figure out the attributes of a category that is already formed in. another person's mind by comparing and contrasting example
C.A.M.Orientation.pptx
Models of Teaching is a book by Bruce Joyce and Marsha Weil about the use of group learning, role playing, synectics and other teaching techniques. First published in 1972, the book is in its ninth edition as of 2018. The Concept Attainment Model is based on the research efforts of Jerome Bruner. This model is designed to lead students to a concept by asking them to compare and contrast examples that contain the characteristics or attributes of the concepts with examples that do not contain these attributes. For example, if a teacher wanted to teach his students the attributes of mammals, he could use the concept attainment model. He may have a stack of cards, each card with a picture of an animal. He would not tell his students the concept and ask them to instead guess the common theme themselves. The concept attainment model can be used as a formative assessment tool as well as a teaching method. Teachers can use the model to check for understanding, assess student progress, and identify areas where students may need additional support or reinforcement. The concept attainment model of teaching is a student-led paradigm that promotes group collaboration in the classroom. It promotes teamwork and cooperation. Recognizing learners' innate knowledge and ability is a liberating experience. The educational objectives of concept attainment model are
To acquire a new concept. To enrich and clarify known concepts. To develop an awareness of thinking strategies. To understand the nature of the conceptual activity.The concept attainment model of teaching is a strategy developed by Jerome Bruner. It's an inductive teaching method in which learners identify the attributes in a data set and then define the category they belong to and its characteristics. Bruner was a psychologist who studied the way we think. Concept Attainment Model is given by Jerome Bruner. This model requires a. student to figure out the attributes of a category that is already formed in. another person's mind by comparing and contrasting example
Action Research
Mr. B, a ninth grade ESL science teacher, wanted to better understand his students' prior experiences learning science. He conducted action research to address this. He had students draw pictures of themselves learning science before coming to the country and describe their drawings. Mr. B also interviewed some students and had non-ESL students draw for comparison. He analyzed the data using a rubric and plans to share results to improve instruction for ESL students.
Action Research
Mr. B, a ninth grade ESL science teacher, wanted to better understand his students' prior experiences learning science. He conducted action research to address this. He had students draw pictures of themselves learning science before coming to the country and describe their drawings. Mr. B also interviewed some students and had non-ESL students draw for comparison. He analyzed the data using a rubric and plans to share results to improve instruction for ESL students.
Teaching of Science- Methodologies and Models of Teaching Science.
The presentation is suggested for the B.Ed. students of S.N.D.T. Women's University, Science Method study material. It provides complete syllabus based ppt for student reference.
Teaching of Science- Methodologies and Models of Teaching Science.
The presentation is suggested for the B.Ed. students of S.N.D.T. Women's University, Science Method study material. It provides complete syllabus based ppt for student reference.
Plp process
This document discusses breaking down subject boundaries and moving towards more interdisciplinary learning at BIS. It describes how the author identified a need for this approach and worked to get others on board, including subject teachers, school managers, and parents. Teacher surveys showed support for cross-subject planning. Example units taught across subjects are provided, such as exploring carbon footprints in science and technology. Issues around staffing, facilities, and scheduling were discussed at senior management levels, and solutions proposed like recruiting multi-subject teachers, reconfiguring classroom spaces, and providing more planning time.
Plp process
This document discusses breaking down subject boundaries and moving towards more interdisciplinary learning at BIS. It describes how the author identified a need for this approach and worked to get others on board, including subject teachers, school managers, and parents. Teacher surveys showed support for cross-subject planning. Example units taught across subjects are provided, such as exploring carbon footprints in science and technology. Issues around staffing, facilities, and scheduling were discussed at senior management levels, and solutions proposed like recruiting multi-subject teachers, reconfiguring classroom spaces, and providing more planning time.
Plp process
This document discusses breaking down subject boundaries and moving towards more interdisciplinary learning at BIS. The author implemented several changes:
1. Conducting a teacher survey that found support for interdisciplinary work and identified opportunities across subjects.
2. Having subject teachers collaborate to map connections between subjects in years 7-9 and develop interdisciplinary units.
3. Addressing issues like staffing, timetabling, and facilities to better support interdisciplinary work by adjusting teacher assignments, shortening the school day for planning time, and updating the school building.
4. Initial interdisciplinary units were successfully planned and implemented across subjects like English/performing arts, science/technology, and more. Support from parents and
Plp process
This document discusses breaking down subject boundaries and moving towards more interdisciplinary learning at BIS. The author implemented several changes:
1. Conducting a teacher survey that found support for interdisciplinary work and identified opportunities across subjects.
2. Having subject teachers collaborate to map connections between subjects in years 7-9 and develop interdisciplinary units.
3. Addressing issues like staffing, timetabling, and facilities to better support interdisciplinary work by adjusting teacher assignments, shortening the school day for planning time, and updating the school building.
4. Initial interdisciplinary units were successfully planned and implemented across subjects like English/performing arts, science/technology, and more. Support from parents and
Research on High School in Cambodia boundary
This document provides background information on the history and development of Preah Sisowath High School in Cambodia. It discusses the school's origins in the late 19th century and renaming over time. It also outlines increases in student and teacher populations from 1980 to 2005. The document proposes research on teaching methods of mathematics at the school, with the objectives of identifying strong and weak points to improve education quality. The proposed methodology is to observe mathematics teachers monthly and analyze findings.
Research on High School in Cambodia boundary
This document provides background information on the history and development of Preah Sisowath High School in Cambodia. It discusses the school's origins in the late 19th century and renaming over time. It also outlines increases in student and teacher populations from 1980 to 2005. The document proposes research on teaching methods of mathematics at the school, with the objectives of identifying strong and weak points to improve education quality. The proposed methodology is to observe mathematics teachers monthly and analyze findings.
Teaching methodology in schools of pune
Teaching methodology in schools, Modern approach of teaching, future of teaching/education, Traditional aspect of teaching, Avasara Academy
Teaching methodology in schools of pune
Teaching methodology in schools, Modern approach of teaching, future of teaching/education, Traditional aspect of teaching, Avasara Academy
Science Education Module 3 for B.Ed. Students and Science Teachers
As per the Syllabus prescribed by S.N.D.T. Women's University, Mumbai, for Science method Education, the presentation is prepared for Science Method Students and Teachers. The current part covers various Teaching Methods, Models and Strategies of Science Teaching.
Science Education Module 3 for B.Ed. Students and Science Teachers
As per the Syllabus prescribed by S.N.D.T. Women's University, Mumbai, for Science method Education, the presentation is prepared for Science Method Students and Teachers. The current part covers various Teaching Methods, Models and Strategies of Science Teaching.
LECTURE METHOD
The document discusses the lecture method of teaching, which involves the teacher lecturing to students as the primary means of instruction. Some key points:
- The lecture method is teacher-centered, with the teacher controlling the flow of information and students playing a passive role as listeners.
- It is commonly used for large classes in colleges and schools to quickly cover curricula. However, it is not ideal for realizing the goals of teaching science.
- Effective lectures are planned considering factors like the audience, purpose, time available, and subject matter.
- Lectures can be used to introduce new topics, review material, or present history.
- Advantages include low cost and covering content quickly
LECTURE METHOD
The document discusses the lecture method of teaching, which involves the teacher lecturing to students as the primary means of instruction. Some key points:
- The lecture method is teacher-centered, with the teacher controlling the flow of information and students playing a passive role as listeners.
- It is commonly used for large classes in colleges and schools to quickly cover curricula. However, it is not ideal for realizing the goals of teaching science.
- Effective lectures are planned considering factors like the audience, purpose, time available, and subject matter.
- Lectures can be used to introduce new topics, review material, or present history.
- Advantages include low cost and covering content quickly
Similar to HERBARTIAN_MODEL - Copy.pptx (20)
Teaching of Science- Methodologies and Models of Teaching Science.
Teaching of Science- Methodologies and Models of Teaching Science.
Teaching of Science- Methodologies and Models of Teaching Science.
Teaching of Science- Methodologies and Models of Teaching Science.
Science Education Module 3 for B.Ed. Students and Science Teachers
Science Education Module 3 for B.Ed. Students and Science Teachers
Science Education Module 3 for B.Ed. Students and Science Teachers
Science Education Module 3 for B.Ed. Students and Science Teachers
More from Samruddhi Chepe
GAmes Lesson Note for the B.Ed., M.Ed. Students and Research Fellow in Educat...
1. The lesson plan describes a game to teach students about the classification of plants based on their growth habits.
2. The teacher divides the classroom into four squares labeled herbs, shrubs, trees, and climbers. Students take turns having the teacher call out a plant type and the student jumps into the corresponding square.
3. After playing the game, the teacher asks students questions about what they learned and how they felt during the activity to check their understanding of plant classification.
Evolution of Democracy by Samruddhi Chepe.pptx
Phase One Assembly Democracy
Starting around 2,500 BCE, in lands now within the territories of Iran, Iraq and Syria
“During the first phase of democracy the seeds of its basic institution – self-government through an assembly of equals – were scattered across many different soils and climes, ranging from the Indian subcontinent and the prosperous Phoenician empire to the western shores of provincial Europe.
These popular assemblies took root, accompanied by various ancillary institutional rules and customs, like written constitutions, the payment of jurors and elected officials, the freedom to speak in public, voting machines, voting by lot and trial before elected or selected juries. There were efforts as well to stop bossy leaders in their tracks, using such methods as the mandatory election of kings…” (The Life and Death of Democracy, p.xvi)
Best-known example – Athens, 5th century BCE
Athenian Democracy
Direct democracy: citizens (about 10% of the population) participated directly in initiating, deliberating, and passing of, the legislation. The Assembly, no less than 6,000 strong (out of 22,000 citizens of Athens), convened about every 10 days. Supreme power to decide on every issue of state policy
Citizen juries: justice is responsibility of citizens (juries composed of 501-1001 citizens)
Appointment of citizens to political office by lot
Citizen-soldiers: every citizen had a duty to serve in the army
Ostracism: a bad politician could be kicked out of office by the people
Phase Two Representative Democracy
Started around 10th-12th centuries in Western Europe with the invention of parliamentary assemblies
Reaches its classic forms in the 18th century. Officially regarded as normative today.
Marquis d’Argenson, Foreign Minister of French King Louis XV, 1765.
Phase Two
The Glorious revolution laid the foundation of the first democratic principles of the Rule of Law.
Earlier it was believed that the king was the ‘representative of the God’ and that the King’s wishes were the law.
The people strongly protested the idea and dethroned King James II of England.
They passed the Bill Of Rights which firmly stated that the country should be governed by the laws passed by the people and not by the whims of the king.
The French Revolution took place between 1789 and 1851.
In the revolution King Louis XVI was executed .
It was decided that the country should be ruled by the laws passed by the people.
It laid down the ‘Declaration of the Rights of Man’ which highlighted that liberty, Equality etc. were important in a Democracy.
In 1792, France became a Republic.
Phase Three Monitory Democracy
(term coined by John Keane)- After World War II
Increase citizen ability to control the state which is organized on the basis of representative democracy
Public integrity commissions Judicial activism Local courts Workplace tribunals Citizens assemblies Think tanks The Internet Etc.
How much power do they have? And whose interests do they serve?
Key
Various views on Human Learning - All 5 Theories Merged.pdf
Module 2:Various views on human learning (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to -
- compare various views on human learning
- consider various roles of learner and teacher for planning of various learning
situations
Contents
1. Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations (15)
Behaviourist (conditioning by Pavlov and Skinner in brief),
Cognitivist ( views of Bruner and Ausubel)
Course 4
Learning and Teaching
SNDT Women’s University, Churchgate, Mumbai 20 . 23
Information-processing view(Atkinson Shifrin)
Humanist( Carl Rogers)
Social-constructivist ( Views of Piaget and Lev Vygotski)
science club .pptx
The document summarizes the objectives and activities of the Science Club - EUREKA at the school. It introduces the club master and the student members of 2022-24, including the President, Vice-President, Treasurer, Activity Coordinator and Secretary. It then lists some of the club's activities such as online activities held in 2021, planned science field visits, opportunities for students' creativity through a science exhibition, and classroom decoration. It concludes by mentioning the inauguration date of the Science Club on February 28th, 2022 and welcomes members from batches 2016 to 2022.
probing questions.pptx
Skill of Probing Questions
Samruddhi Chepe
Questioning to promote higher-order Thinking
To open new ideas and creative mental habits
An open-ended- Which encourage divergent thinking
Nurturing educational environment strengthens the brain
Taxonomy of Benjamin Bloom
Categorized level of abstraction of questions-
Knowledge-List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension- Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application- Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Strategies to make classrooms more interrogative
Use the think-pair-share strategy to allow students to respond to questions cooperatively
Avoid predictable question patterns
Ask students to “unpack their thinking”
Promote active listening by asking for summaries
Ask students why they hold a particular position or point of view on a subject
Survey the class
Encourage student-constructed questions
Use hypothetical thinking
Employ reversals
Apply different symbol
Use analogies
Analyze points of view
Questioning skill
Structure-
Grammatically correct
Relevant
Specific
Concise
Process-
Speed of asking questions
Voice
Unnecessary repetition of questions as well as students’ answers
Distribution
Product-
Interest created, attentiveness
Rapport built
Previous knowledge of pupils
Maturity level of pupils
Difficulty level of questions
Avoid
Questions requiring yes or no answers
Leading, suggestive questions
Double barreled questions
Elliptical questions
General/ambiguous questions
Terms beyond the understanding of students
Rhetorical questions
Unnecessary repetition of questions
Unnecessary repetition of answers given by students
Answering your own
Showing anger, impatience, ridicule for wrong, inadequate or slow answer
Asking only the recall/memory based questions
Responses
No response
Wrong response
Partially correct response
Incomplete response
Correct (criterion) response
The components of skill of probing questions
Prompting- No response, a partially correct response or wrong response
Seeking further information- When response obtained from the student is incomplete
Refocusing- Correct response, to view students responses in relation to other similar situations
Increasing Critical Awareness-To increase student ability to look at situations deeply, critically
Criterion Response- To clear ideas and to get correct response
Guidelines……
Questions were grammatically correct
Questions were relevant to the top
Questions were specific
Questions were concise
Questions were put with paper pause
Questions were followed by proper pause
Questions were put with proper voice
Reinforcement.pptx
Skill of Reinforcement
Need
Reinforcement is a term taken from Psychology of Learning. It is directly related with the learning of students. The term implies for the use of technique for influencing behaviour of individuals in the desired direction.
The concept is based on Hedonistic principle which states that an individual tends to repeat the pleasant experiences and avoid the unpleasant ones.
Thorndike’s Laws of Learning
Law of Readiness
Law of Repetition
Law of Effect
The third law is directly related to the skill of reinforcement. The action having pleasant results are learnt better.
Importance
Reinforcement hence constitutes one of the essential conditions of learning. It motivates and increases the speed of learning. The behaviour of the learner can be controlled and changed and thus can help learning.
Related Study ….
Pavlov
Skinner
Pavlov’s Classical conditioning
Skinner’s Operant conditioning
Objectives
To arrest the attention of the pupils and increase pupil’s verbal /nonverbal participation during teaching-learning process.
To use reinforcers selectively.
To motivate the pupils.
To control the destructive behaviour of pupils.
To provide feedback about the appropriateness of the feedback of the pupil.
Reinforcers
The stimuli that provide or contribute to the pleasant experience are called positive reinforcers, while the stimuli providing unpleasant experiences can be termed as negative reinforcers.
Positive reinforcers are used for strengthening the responses or behaviours and negative are used for eliminating the undesirable responses.
Reinfocers can be verbal as well as nonverbal.
The types of reinforcers are-
Types of Reinforcers
Positive Verbal Reinforcers Ex-good, yes, correct
Positive Non Verbal Reinforcers Ex-Smile , nod, patting
Negative Verbal Reinforcers Ex- No, Wrong, incorrect
Negative Nonverbal Reinforcers Ex- Frowning, shaking head.
Extra Verbal Reinforcers Ex-aah, hmm, unh-hun
Desirable Components
Acceptance
Supportive Denial
Praise
Acceptance with Personal Reference
Positive Non- Verbal Cues
Undesirable Components
Inappropriate use of verbal reinforcers.
Negative Verbal Cues
Lack of Reinforcement
Negative Non-Verbal Cues
Thank You
ITM PPT.ppt
Models of Teaching
How do models and methods of teaching differ?
Teaching is an interactive process, primarily involving class room talk which takes place between teacher and pupil and occurs during certain definable activity.
A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combination of these.
Models of teaching are nothing but planning of lesson to formulate its structure and outline useful for successful teaching.
American Educationists Bruce Joyce and Marsha Weill have invented these models of teaching.
5 aspects of a Model-
Objectives of a Model
Syntax
Support System
Social System
Principles of Reaction
Inquiry Training Model
Suchman’s Inquiry Training Model
J. Richard Suchman presented his model in the United States in 1962.
This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity
Suchman’s Theory:-
Student inquire when they are puzzled.
They can become conscious of and learn to analyze their thinking strategies.
New strategies of thinking can be taught.
Co-operative inquiry enriches thinking, helps student to learn about the tentative nature of knowledge & to appreciate alternative explanations.
When do we use this model
The Suchman’s Inquiry Training Model is most commonly used in
Science
Social Studies
Languages in Story Telling
Objectives of Inquiry Training Model
To develop scientific process skills-observing, collecting, and organizing data, formulating hypothesis, testing etc
To develop among students the strategies for creative inquiry.
To develop among students an independence or autonomy in learning.
To develop among students the ability to tolerate ambiguity.
To make students realize that all knowledge is tentative.
To develop verbal expressiveness among students.
Syntax
Phase I - Presentation of discrepant event
Phase II - Data gathering: Verification
Phase III - Data Gathering :Experimentation
Phase IV - Formulation of explanation
Phase V - Analysis of Inquiry process.
Phase I - Presentation of Discrepant (inconsistent) Event
Confrontation with the problem.
Explain inquiry procedures.
Present discrepant event.
Phase II- Data gathering : Verification(Yes/No)
Verify the nature of object & condition.
Verify the occurrence of the problem.
Phase III- Data Gathering :Experimentation (‘If‘)
Isolate relevant variables .
Hypothesize.
Phase IV- Formulation of Explanation
Organizing, formulating explanation
Formulate rules, explanations.
Phase V - Analysis of Inquiry Process
Analysis of Inquiry process.
Analyze Inquiry strategy.
Develop more effective ones.
Social System
The teacher exercises control over the interactions.
All the ideas are open for discussion.
Teachers and pupils participate as equal partners.
Support System
A set of confronting materials and resources relate
Unit 5.pptx
Modern Trends in Evaluation
Unit 5
Syllabus of Unit 5-
5.2.1- Continuous Comprehensive Evaluation
5.2.2 -Modern Trends in Evaluation
5.2.3 -Constructivist Assessment
5.2.4 -Examination Reforms and Question Bank
5.2.5 -Areas of Research in Evaluation
Continuous Comprehensive Evaluation-
Continuous Comprehensive Evaluation (CCE) is an educational assessment strategy that goes beyond traditional examination-oriented assessments.
It aims to evaluate a student's performance in a holistic manner, considering various aspects of their learning and development throughout the academic year.
CCE has been introduced to shift the focus from rote learning and exam scores to a more comprehensive understanding of a student's capabilities.
It is a shift towards a more student-centric and holistic approach to education.
CCE implemented effectively, can contribute to a more comprehensive understanding of a student's abilities and encourage a broader range of skills and competencies beyond academic achievements.
CCE Meaning-
CCE is a process of evaluating the child’s development in all the school-related activities.
This proposal was directed under the Right to Education Act in 2009 by the Central Board of Secondary Education of India and the state governments in India.
Using CCE, teachers can diagnose learners' deficiencies using a variety of assessment activities.
After completing the assessment activities, learners are given valuable feedback.
The teacher guides and supports them to identify the problems.
Aim Of Continuous And Comprehensive Evaluation (CCE)-
Evaluate and guide the students in all aspects of education
Improve learning outcomes by focusing on skills and cognitive abilities of students
Encourage regular assessment and constructive criticism
Reduce stress and pressure on students
Enable the instructors with prolific teaching
Functions Of Continuous And Comprehensive Evaluation (CCE)-
Helps in the development of new and effective teaching strategies
Aids regular assessment to understand student’s progress
Helps to understand the weaknesses and strengths of students
Enables the teacher to understand problems faced by students and make changes in teaching techniques
Encourages self-assessment among the students
Helps students to develop good habits, work on their weaknesses and correct the errors
It gives an idea about the change in student’s attitudes and values
It gives reports about student’s progress over a period of time
Reduced Exam Stress
Encourages Participation
Identifies Learning Gaps
Challenges in Implementing CCE and Role of Teacher-
Challenges:
Implementation Issues: CCE may face challenges in terms of effective implementation and standardization across different educational institutions.
Assessment Load: Managing continuous assessments can be demanding for both teachers and students.
Teacher's Role:
Facilitator of Learning: Teachers play a crucial role in creating an environment that promotes learning and development.
Regular F
Unit 4.pptx
Evaluation Unit 4
Statistics in the View point of Evaluation
Unit 4 Syllabus-
4.2.1- Measuring Scales- Meaning and Statistical Use
4.2.2- Conversion and interpretation of Test Score
4.2.3- Normal Probability Curve
4.2.4- Central Tendency and its importance in Evaluation.
4.2.5- Dimensions of Deviation
The Unit 4 is all about Statistics…
Statistics is the study of the collection, analysis, interpretation, presentation, and organization of data.
In other words, it is a mathematical discipline to collect, summarize data.
Also, we can say that statistics is a branch of applied mathematics.
Statistics is simply defined as the study and manipulation of data. As we have already discussed in the introduction that statistics deals with the analysis and computation of numerical data.
Projective methods of Evaluation through Statistics-
Measurement is a process of assigning numbers to individuals or their characteristics according to specific rules.” (Eble and Frisbie, 1991, p.25).
This is very common and simple definition of the term ‘measurement’.
You can say that measurement is a quantitative description of one’s performance. Gay (1991) further simplified the term as a process of quantifying the degree to which someone or something possessed a given trait, i.e., quality, characteristics, or features.
Measurement assigns a numeral to quantify certain aspects of human and non-human beings.
It is numerical description of objects, traits, attributes, characteristics or behaviours.
Measurement is not an end in itself but definitely a means to evaluate the abilities of a person in education and other fields as well.
Measurement Scale-
Whenever we measure anything, we assign a numerical value. This numerical value is known as scale of measurement. A scale is a system or scheme for assigning values or scores to the characteristics being measured (Sattler, 1992). Like for measuring any aspect of the human being we assign a numeral to quantify it, further we can provide an order to it if we know the similar type of measurement of other members of the group, we can also make groups considering equal interval scores within the group.
Psychologist Stanley Stevens developed the four common scales of measurement:
Nominal
Ordinal
Interval &
Ratio
Each scale of measurement has properties that determine how to properly analyze the data.
Nominal scale-
In nominal scale, a numeral or label is assigned for characterizing the attribute of the person or thing.
That caters no order to define the attribute as high-low, more-less, big-small, superior-inferior etc.
In nominal scale, assigning a numeral is purely an individual matter.
It is nothing to do with the group scores or group measurement.
Statistics such as frequencies, percentages, mode, and chi-square tests are used in nominal measurement.
Examples include gender (male, female), colors (red, blue, green), or types of fruit (apple, banana, orange).
Ordinal scale-
Ordinal scale is synonymous to ranking or g
Unit 3.pptx
Unit 3 : Assessment and various aspects of evaluation
Syllabus of Unit 3-
3.2.1- Evaluation of different aspects of Human being
3.2.2 – Models of Evaluation
3.2.3 - Evaluation for Mastery Learning
3.2.4 - Feedback Techniques
3.2.5 – Role of Educator as an Evaluator
3.2.1- Evaluation of different aspects of Human being
Attitude Test
Intelligence Test
Interest Inventory
Aptitude Assessment
Creativity Test
Attitude Test-
An attitude test is a type of psychological assessment designed to measure an individual's opinions, beliefs, and feelings about a particular subject or set of subjects. Attitude tests are commonly used in various fields, including psychology, sociology, marketing, and human resources, to understand how individuals perceive and respond to different stimuli.
Attitude tests can be structured in different ways, and they often use scales or questionnaires to gather information about an individual's attitudes. Here are some key points about attitude tests:
Open-ended Questions: Attitude tests may also include open-ended questions to allow respondents to express their opinions and thoughts in their own words. This provides a more qualitative understanding of attitudes.
Attitude Components: Attitude tests often assess three main components of attitudes:
Cognitive Component: The beliefs and thoughts an individual holds about a particular subject.
Affective Component: The emotions and feelings associated with a particular subject.
Behavioral Component: The intended or actual behavior related to the attitude.
Thurstone Method-
In psychology and sociology, the Thurstone scale was the first formal technique to measure an attitude.
It was developed by Louis Leon Thurstone in 1928, originally as a means of measuring attitudes towards religion. Today it is used to measure attitudes towards a wide variety of issues.
Likert Scales-
Here individuals rate their agreement or disagreement with a series of statements. For example, respondents might be asked to indicate how strongly they agree or disagree with statements such as "I enjoy working in a team" or "I feel confident in my abilities."
The Likert scale is used to measure the intensity of an individual's agreement or disagreement with a particular statement or set of statements.
Named after its creator, psychologist Rensis Likert, this scale is designed to capture the strength and direction of a person's attitude towards a given subject.
Scale Structure:
Respondents are presented with a series of statements related to the topic of interest.
Each statement is accompanied by a scale of response options, typically ranging from "Strongly Disagree" to "Strongly Agree."
Overall, the Likert scale is a versatile and widely used tool for assessing attitudes in various fields, including psychology, sociology, education, and business. Its simplicity and ease of use make it a popular choice for both researchers and practitioners.
Importance of Attitude Scale-
Attitude tests are used in various contexts,
Unit 2.pptx
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Unit 1.Evaluation, Assessment and Measurement pptx
Assessment and evaluation- Modern Viewpoint
Syllabus-
Concept of Assessment and Evaluation
Tests and its Application
Various aspects of Assessment and Evaluation
Statistics in Evaluation
Modern Trends in Assessment
Unit 1- Concept of Assessment and evaluation
Syllabus of Unit 1-
Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope
Evaluation-Meaning, Nature, Need, Importance, and Scope
Functions of Evaluation, Measurement and Assessment in Education
Interrelationship between Educational Objectives, Learning Experiences and Evaluation
Various Types of Evaluation and its Limitations
1.2.1-Measurement - Meaning
Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly.
According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units.
Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class.
Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and being able to quantify the performance or the abilities. Measurements are more objective as they have numerical standards to compare and record. It answers the question “how much”.
Scope of Measurement in Education
The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed.
Need and Importance of Measurement in Education–
Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual.
Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt.
Without measuring and analyzing what he has taught, the instructor would be unable to determine how far his students have progressed.
Indian Education System.ppt
1. In India, teachers (gurus) have traditionally been held in high esteem and seen as instrumental in guiding students to knowledge and enlightenment.
2. Ancient Indian civilization was home to many renowned centers of learning including Takshila, Nalanda, and Odantapuri universities which taught subjects like medicine, mathematics, and astronomy.
3. Over time, the Indian education system has evolved with establishment of institutions like IITs and IIMs that are globally renowned while also aiming to promote values of secularism, democracy, and scientific temper.
Inclusive Education
Inclusion is a commitment to educate students with special education needs in the same schools and classrooms as their peers without disabilities by bringing necessary support services to them, rather than separating them, and providing special education in the least restrictive environment possible. It involves assessing students' needs, making classroom environments and lessons more accessible and meaningful through individualized plans and adaptations, and using strategies like cooperative learning and peer tutoring to support individual student requirements.
Logical Reasoning.pptx
Logical or deductive reasoning involves using a given set of facts or data to deduce other facts by reasoning logically. It involves drawing specific conclusions based on premises. Reasoning is the process of using existing knowledge to draw conclusions, make predictions, or construct explanations. Three methods of reasoning are the deductive, inductive, and abductive approaches. The development of Indian logic dates back to the anviksiki of Medhatithi Gautama (c. 6th century BCE); the Sanskrit grammar rules of Pāṇini (c. 5th century BCE); the Vaisheshika school's analysis of atomism (c. 6th century BCE to 2nd century BCE); the analysis of inference by Gotama.
Science Module 2 PDF.pdf
Module 2: Planning of teaching Science and Technology (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain importance and characteristics of planning
- plan for teaching major concepts, principles and theories of Science and Technology
at school level
- design co-curricular activities for Science learning
Contents
1. Importance and characteristics of good planning(1)
2. Planning for designing learning experiences, field visits, activities and developing
instructional material for teaching following content:(12)
Properties and states of matter, structure of atom, Plant and animal cells, classification of
plants and animals, diseases and their prevention, kinematic equations, modern periodic
table, Electricity, lenses and mirrors, life processes, life cycle, Origin of life and
evolution, Heat, Electricity, Magnetism, Light, Contribution of eminent scientists such as
Isaac Newton, Dalton, Neils Bohr, Darwin, J. C. Bose, C. V. Raman, Albert Einstein, etc.
3. Planning for organizing various co-curricular activities such as debate, drama, poster
making on issues related to science/biology, Day celebrations such as Science Day, Earth
Day, Environment Day, etc(2)
Science Module 1 PDF.pdf
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student
teachers for completing assignments
Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Science and Technology (Credit 1,
Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of science
- understand the aims of Science education
- plan for imbibing values through Science teaching
- write instructional objectives of teaching of a topic
- analyze features of existing curriculum of Science and Technology in the light of
NCF 2005 and principles of curriculum development
- establish correlation of Science with other subjects
Contents :
1. Nature and Structure of Science: Characteristics and functions of Science and
Technology, Branches of Science; Facts, concepts, principles, laws and theories in
context of science (3)
2. Aims of teaching Science and Technology:(2)
3. Developing scientific attitude and scientific temper
4. Nurturing the natural curiosity, aesthetic senses and creativity in Science
5. Acquiring the skills to understand the method and process of science that lead to
exploration, generation and validation of knowledge in science
6. Relating Science education to the environment (natural environment, artifacts and
people)
7. Solving problems of everyday life
8. Values and Learning Science: Imbibing the values of honesty, integrity, cooperation,
concern for life and preservation of environment, health, peace, equity (2)
9. Objectives at upper primary and secondary school level as given by State curriculum (1)
10. Determining acceptable evidences that show learners‘ understanding with the help of
Bloom and Anderson‘s hierarchy of objectives of teaching ( 2)
11. Expectations about constructivist science teaching in NCF 2005, General principles of
curriculum development and Trends in Science curriculum; Consideration in developing
learner centered curriculum in science, Analysis of Features of existing curriculum of
science and technology at upper primary and secondary school level and textbooks(4)
12. Establishing correlation of Science with other school subjects and life(1)
Module 1 of SNDT University of FYBEd.
Numerical Ability.pptx
A numerical reasoning test is an aptitude test measuring ability to perform calculations and interpret data in the form of charts. There are five common types of numerical reasoning tests: calculation, estimation, number sequence, word problem, and data interpretation. Most of them are in multiple-choice format. Numerical ability is defined as the capacity to comprehend, reason about, and apply basic numerical ideas. Understanding basic arithmetical operations such as additions, reduction, multiply, and divisions constitute basic numeracy abilities. How do you prepare numerical ability?
Our final top numerical reasoning test tips
Numerical Test Tip 1: Understand the questions. ...
Numerical Test Tip 2: Bring your own calculator. ...
Numerical Test Tip 3: Know your calculator. ...
Numerical Test Tip 4: Use the rough paper. ...
Numerical Test Tip 5: Consider only the options available. What are numeracy skills? Numeracy skills refer to the ability to use, interpret and communicate mathematical information to solve real-world problems. These include the ability to understand basic math like addition, subtraction, division and multiplication.
Present ppt can be useful for B.Ed. CET.
Inclusive Education
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
Module 3-Understanding RTE.pptx
Module: 3 Understanding Right to Education(Credit: 1, hours: 15, Marks: 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature of RTE.
- elaborate the objectives and features of RTE.
- elaborate the provisions of RTE.
- create teaching and evaluation strategies for RTE
- explain duties and responsibilities of school and teachers
- evaluate the role of stakeholder, parents, media and government organization in
implementation of RTE.
Content:
1. Nature, need and importance of RTE in India.(2)
2. History of RTE: Directive principles of state policy, laws and commission regarding
Indian education, UNO declaration about child‘s Rights, RTE ACT 2009.(3)
3. Objectives and Features of RTE Act2009.(2)
4. Provisions of RTE Act 2009(3)
5. Teaching learning and evaluation strategies in RTE (2)
6. Duties and responsibilities of school and teachers(2)
7. Role of stakeholder, parents, media (1)
Module no. 3 of optional paper Human Rights Education of S.Y.B.Ed. SNDT University.
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Syllabus
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Chapter 2
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HERBARTIAN_MODEL - Copy.pptx
- 1. HERBARTIAN METHOD JOHANN FRIEDRICH HERBART was born in 1776 in Oldenburg, North Germany. 9/18/2023 1 Prof. S.S.Chepe
- 2. • Education is the method by which a society gets from one generation to the next. • Interest develops when already strong and vivid ideas are hospitable towards new ones, thus past occasions motivate apperception of current ones. • He believed that new ideas, when properly presented to the students become linked to existing ideas and form a system of associated ideas. • He is also known as father of scientific 9/18/2023 2 Prof. S.S.Chepe
- 4. Preparation/Introduction The teacher- prepare pupils to receive new knowledge. arises the previous knowledge of the pupils. introduces the topic briefly. stimulates the curiosity of the pupils. correlates the introduction with the lesson 9/18/2023 4 Prof. S.S.Chepe
- 5. PREPARATION/INTRODUCTION Did the student teacher prepare pupils to receive new knowledge? Did the student teacher arose the previous knowledge of the pupils? Did the student teacher introduce the topic briefly? Did the student teacher stimulate the curiosity of the pupils? Did the student teacher correlate the introduction with the lesson? 9/18/2023 5 Prof. S.S.Chepe
- 6. Statement of Aim The teacher- makes the statement of the aim. makes the statement of the aim in brief. states the statement of the aim clearly. writes the title on the chalk-board. 9/18/2023 6 Prof. S.S.Chepe
- 7. STATEMENT OF AIM Did the student teacher make the statement of the aim? Did the student teacher make the statement of the aim in brief? Did the student teacher state the statement of the aim clearly? Did the student teacher write the title on the black- board? 9/18/2023 7 Prof. S.S.Chepe
- 8. Presentation The teacher- uses explanation/illustrations wherever necessary. uses appropriate vocabulary. asks questions. gets appropriate response from pupils. makes use of reinforcement. takes pupils’ verbal/nonverbal participation. does the skillful arrangement /organization of material. 9/18/2023 8 Prof. S.S.Chepe
- 9. uses content and logic properly. makes interlinking statements. associate new facts with old knowledge(compare and contrast). motivates the pupils for comparison and observation. leads the pupils to certain principles /conclusions /rules/ generalization. helps pupils to complete and correct the generalization. provides opportunity for reflection on the new 9/18/2023 9 Prof. S.S.Chepe
- 10. PRESENTATION Did the student teacher use explanation/illustrations wherever necessary? Did the student teacher use appropriate vocabulary? Did the student teacher ask questions? Did the teacher get appropriate response from pupils? Did the student teacher make use of reinforcement? Did the student teacher take pupils’ verbal/nonverbal participation? 9/18/2023 10 Prof. S.S.Chepe
- 11. Did the student teacher use content and logic properly? Did the student teacher make interlinking statements? Did the student teacher associate new facts with old knowledge(compare and contrast)? Did the student teacher make motivate the pupils for comparison and observation? Did the student teacher lead the pupils to certain principles /conclusions /rules/ generalization? Did the student teacher help pupils to complete and correct the generalization? Did the student teacher provide opportunity for reflection on the new facts that have been 9/18/2023 11 Prof. S.S.Chepe
- 12. Recapitulation removes writing from the blackboard before asking recapitulation question. evaluates the pupils’ performance. has revision of knowledge learnt in the lesson. makes use of CB for writing summary and other purposes. 9/18/2023 12 Prof. S.S.Chepe
- 13. RECAPITULATION Did the student teacher remove writing from the blackboard before asking recapitulation question? Did the student teacher evaluate the pupils’ performance? Did the student teacher have revision of knowledge learnt in the lesson? Did the student teacher make use of CB for writing summary and other purposes? 9/18/2023 13 Prof. S.S.Chepe
- 14. Application tests the pupils orally or using test. asks the pupils to apply knowledge to practical work/aids/activity/experiment etc. asks for constructive and creative exercises. gives home assignment. 9/18/2023 14 Prof. S.S.Chepe
- 15. APPLICATION Did the student teacher test the pupils orally or using test? Did the student teacher ask the pupils to apply knowledge to practical work/aids/activity/experiment etc? Did the student teacher ask for constructive and creative exercises? Did the student teacher give home assignment? 9/18/2023 15 Prof. S.S.Chepe
- 16. The observation tag for the Herbartian Method of Teaching goes in the following way 9/18/2023 16 Prof. S.S.Chepe
- 17. But something extra is required- Co-operative Strategy Reflection / Action on Core Components and Values 9/18/2023 17 Prof. S.S.Chepe
- 18. Let us see these one by one 9/18/2023 18 Prof. S.S.Chepe
- 19. Co-operative Strategy (How Aspect) Discussion among groups Discussion among pairs Team work Pair work Debates Projects Seminars Etc. 9/18/2023 19 Prof. S.S.Chepe
- 20. Core Elements 1. History Of India’s Freedom Movement 2. Constitutional Obligations 3. Content Essential To Nurture National Identity 4. India’s Common Cultural Heritage 5. Egalitarianism, Democracy and Secularism 6. Equality of sexes 7. Removal of Social Barriers 8. Protection of environment 9. Observance of Small Family Norms 10. Inculcation of Scientific Temper 9/18/2023 20 Prof. S.S.Chepe
- 21. Core Values 1-Patriotism 2-National Integration 3-Tolerence Towards all Religions 4-Gender Equality 5-Dignity of Labour 6-Scientific Attitude 7-Modesty 8-Sensitivity 9-Punctuality 10-Neatness 9/18/2023 21 Prof. S.S.Chepe