4.  Philos-Loved or dear or friend.
 Sophos- Sage or wise person.
 Philosopher is lover of wisdom.

5.  Purpose of education
 Definition of learning
 How learning should occur
 Relationship between teacher and student
 What knowledge is important?
 What is taught?
 How and why you assess?
 Classroom management

6. Psyche
(Soul)
Psychology
Logos
(To
study)

7.  “Psychologyis a science which aims to give
us better understanding and control of
behaviour of organisms as a whole.”
 Now Psychology is defined as “the scientific
study of observable behaviour.”

8.  Educe – to draw forth, bring out qualities
that are there.
 Education- process of bringing forth
qualities.
 Use knowledge to bring forth qualities.

9.  “Education is the process of development
which consists of the passage of human being
from infancy to maturity, the process
whereby he adapts himself gradually in
various ways to his physical, social and
spiritual environment.”
T Raymont.

10. 1. The study of how people learn.
2. Topics: memory, thinking, human
development, learning behaviours,
motivation, individual differences,
intelligence, creativity, teaching strategies
and assessment.

11.  Research- basis of educational psychology.

12. 1. Theories – organise empirical facts
2. Educational decisions/practices-theoretical
context (based on theory)
3. Different theories explain data differently
4. Theories are created by research- based
evidence
Theories are based on different perspectives.
These perspectives form the educational
philosophy of a teacher.

13.  How humans develop (emotionally,
physically, socially, intellectually etc.)
 How they learn
 How they should be taught

14.  Behavioural Learning Theory.
 Cognitive Learning Theory.
 Constructivist Learning Theory.
 Social Learning Theory.
 Humanistic Learning Theory.

15. Active
Lectures Case Study Discussion
Learning

16. Integrated Cooperative Distant
Technology Learning Learning

17. Fit the lecture to the audience
Focus your topic - remember you cannot cover
everything in one lecture
Prepare an outline that includes 5-9 major points you
want to cover in one lecture
Select appropriate examples or illustrations
Organize your points for clarity
Present more than one side of an issue and be
sensitive to other perspectives
Repeat points when necessary
Be aware of your audience - notice their feedback
Be enthusiastic - you don’t have to be an entertainer
but you should be excited by your topic.

18.  Providing an opportunity for students to apply what
they learn in the classroom to real-life experiences
has proven to be an effective way of both
disseminating and integrating knowledge. The case
method is an instructional strategy that engages
students in active discussion about issues and
problems inherent in practical application. It can
highlight fundamental dilemmas or critical issues and
provide a format for role playing ambiguous or
controversial scenarios.
 Course content cases can come from a variety of
sources. Many faculty have transformed current
events or problems reported through print or
broadcast media into critical learning experiences
that illuminate the complexity of finding solutions to
critical social problems.

19.  Discussion. There are a variety of ways to
stimulate discussion. For example, some
faculty begin a lesson with a whole group
discussion to refresh students’ memories
about the assigned reading(s).
Other faculty find it helpful to have
students list critical points or emerging
issues, or generate a set of questions
stemming from the assigned reading(s).

20.  Active learning is defined as learning
environments that allow “students to talk and
listen, read, write, and reflect as they approach
course content through problem-solving
exercises, informal small groups, simulations,
case studies, role playing, and other activities --
all of which require students to apply what they
are learning”
 . Many studies show that learning is enhanced
when students become actively involved in the
learning process. Instructional strategies that
engage students in the learning process
stimulate critical thinking and a greater
awareness of other perspectives.

21.  Cooperative Learning. Cooperative Learning
is a systematic pedagogical strategy that
encourages small groups of students to work
together for the achievement of a common
goal. This stresses the importance of faculty
and student involvement in the learning
process.

22.  Integrating Technology. Today, educators realize that
computer literacy is an important part of a student's
education.
 Integrating technology into a course curriculum
when appropriate is proving to be valuable for
enhancing and extending the learning experience for
faculty and students.
 Many faculty have found electronic mail to be a
useful way to promote student/student or
faculty/student communication between class
meetings.
 Others use on-line notes to extend topic discussions
and explore critical issues with students and
colleagues, or discipline- specific software to
increase student understanding of difficult concepts.

23.  Distance Learning. Distance learning is not a
new concept. We have all experienced
learning outside of a structured classroom
setting through television, correspondence
courses, etc. Distance learning or distance
education as a teaching pedagogy,
however, is an important topic of
discussion on college campuses today.

26.  Initially we thought of psychology as a study of
soul and then rejected this idea on the grounds
that, how can we study Soul.
 Secondly we came to define psychology as a
study of mind and then realised that how can we
study mind and the definition becomes very
confusing so rejected that definition too.
 Thirdly we came to believe in psychology as the
study of consciousness but then that also eludes
the aspect of unconscious actions and sub
conscious actions.
 Finally Psychology came to defined as………

27.  Any manifestation of life is activity and
behaviour is the collective name of these
activities.
 The behaviour includes all conscious,
subconscious and unconscious activities of the
human mind, hence covers not only the overt
but also the covert behaviour including all inner
experiences and mental processes.