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.

1. TEACHING LEARNING PROCESS
Ms Nisha Mathew

2. LEARNING
Definition by Crow and Crow
“ It is the acquisition of Knowledge habit & attitude in an
individual for the betterment of self & society”.

3. LEARNING PYRAMID

4. LEARNING PROCESS
STEPS
1. Adjustment between teachers & students
2. Establishment of goals
3. Motivation of Learners
4. Fixation or the stabilization of the behavior.
5. Change in students Behavior.

5. CHARACTERISTICS OF LEARNING
 It is Unitary
 Individual and social
 Purposive
 Creative
 Modifies the behavior of individual
 Helps to make choices in life
 Helps bring changes in life
 Helps in continuous professional development
 It tunes with the trends and development in particular
fields.

6. PRINCIPLES OF LEARNING
 Progressive change in behavior
 Motivated by adjustment
 Universal
 Never ending growth
 Continuous process
 Goal directed or Purposive
 Active & creative
 Aroused by individual & Social needs
 Response of the whole individual to the total situation
 Transferable
 Possible on cognitive, affective & Conative side
 A Process not a Product

7. FACTORS INFLUENCING LEARNING
 Age
 Intelligence
 Interest
 Holistic health
 Maturation
 Fatigue
 Insight
 Ability or capacity
 Motivation
 Nature of knowledge
 Meaningfulness of content
 Practice
 Learning situation and
environment
 Clarity of content
 Task oriented
 Variety in content and
teaching method
 Students involvement
 Teachers enthusiasm
Intrinsic factors Extrinsic factors

8. EDUCATIONAL OBJECTIVES
Definition: These are the result sought by the
learner at the end of the educational programme,
that is what the student will be able to do at the
end of a learning period, that they could not
before hand.

9. FUNCTIONS & IMPORTANCE
 Teacher and learner get clear direction
 Helps teacher to plan appropriate evaluation method
 Inform student and teacher about the gap between
expected and actual number of changes occurred
 Providing direction to teaching and learning evaluation
process in a particular evaluation education system.
 Focus on particular teaching and learning activity
 Determine course material, infrastructure, course
content, curricular and extracurricular activity
 Monitor teaching learning process under predetermined
objective

10. CHARACTERISTICS
Educational objective must be SMART and FOCUSED
S-Specific F-Feasible
M-Measurable O-Observable
A-Attainable C-Centered on student
R-Realistic U-Unequivocal
T-Time bound S- Sequentially appropriate
E-Ever relevant
D-Developmentally appropriate

11. TYPES OF EDUCATIONAL OBJECTIVES
1. According to level of educational objectives
 General or Institutional objective
 Intermediate Objective
 Instructional Objective/Specific Objective/
Behavioral or learning objective
2. According to taxonomy of Educational
Objective
 Cognitive
 Affective
 Psychomotor

12. FORMULATION OF EDUCATIONAL OBJECTIVES
 According to the domains to be assessed
Cognitive, affective or the Psychomotor

13. COGNITIVE DOMAIN

14.  Active verbs used for writing objectives in cognitive
domain
Knowledg
e
Comprehensi
on
Application Analysis Synthesis Evaluation
Define Assosciate Add Analyze Categorize Appraise
Count Compute Apply Arrange Combine Assess
Identify Convert Calculate Illustrate Explain Compare
List Distinguish Examine Develop Summarize Judge
Describe Explain Demonstrat
e
diagram specify critique

15. AFFECTIVE DOMAIN

16. VERBS USED
Recieving Responding Valuing Oranganisin
g
Characterisati
on
Accept Agree Adapt Anticipate Administer
Acknowledge Demonstrate Contribute Collaborate Advance
Observe Communicate Delay Coordinate Change
Listen Participate Share Design Influence
Receive Respond suggest Simplify Prompt

17. PSYCHOMOTOR DOMAIN

18. VERBS USED
Perception Set Guided
Response
Mechanism Complex
Overt
Response
Adaptation Origination
Describe Arrange Assemble Build Assemble Adapt Design
Differentiate Display Construct Calibrate Construct Solve Creates
Distinguish Explain Display Complete Coordinate Reorganize Combine
Identify Prepares Fix Measure Demonstrat
e
Rearrange Formulate
Isolates Proceed Manipulate Organize Manipulate Integrates Modify
Recognize Respond Reproduce Perform Fix Adjust Originate

19. FORMULATE ONE OBJECTIVE

20. LESSON PLAN
 Definition:
Lesson plan is a plan prepared by a teacher to teach
a lesson in an organized manner. It is plan of action
and should have understanding on the teacher's
part about the students, knowledge and expertise
about the topic being taught and ability to use
effective methods.

21. FUNCTIONS OF LESSON PLAN
 Ensure a definite objective
 Helps for adequate and appropriate use of resources in
an efficient way
 Keeps the teacher on track to ensure steady progress
for a definite outcome of teaching
 Clarifies what, how, where and when to teach
 Directs teaching –learning process and procedure
 Review the subject matter
 Helps for delimitations
 Well planning increase interest of student
 Provides guidelines about classroom instructions
 Sensible framework for teacher
 Provides confidence, self reliance, ease and freedom to
teacher

22. IMPORTANCE OF LESSON PLAN
 Provides guidelines both teacher and students
 Helps to achieve definite objectives
 Makes teaching systematic, economical
 Provides confidence to face the class
 Links new knowledge
 Prepares pivotal questions and illustrations
 Evaluate lesson proceeds
 Use a wider variety of teaching materials
 Plan as per the availability and accessibility of
resource materials

23. PRE REQUISITES OF LESSON PLAN
 Knowledge and mastery of subject matter
 Knowledge of student psychology
 Knowledge of methods and techniques
 Knowledge of aims
 Knowledge about the student’s interests, traits and
abilities
 Teacher’s competence
 Selection and organization of subject matter
- Learning activities
- Teaching activities
- Type of illustrative materials
- Assignments
- Evaluation
- References and bibliography

24. CHARACTERISTICS OF GOOD LESSON PLAN
 Clearly written
 Definite aim and objectives
 Extension of existing knowledge
 Simple and comprehensive
 Flexible
 Ensures active teaching
 Division with essence of wholeness
 Individualized and customized
 Feasibility and significance
 Proceed from general to specific
 Completeness
 Inclusion of summary, recapitalization, bibliography and
student assignment

25. STEPS OF LESSON PLANNING
 Preparation or introduction
 Presentation
 Comparison or association
 Generalizations
 Application
 Recapitulation

26. FORMAT FOR LESSON PLAN
 I. Cover page : This must include topic of lesson
plan, date of submission, name of supervisor, name
and details of presenting teacher
 II. First page : this page must include the following
basic information :
( Example )
Basic lesson plan information :
Subject : communication and education technology

27. CONTD…
Name of topic :assessment of learning needs
Name of teacher : Ms. Naina Sharma
Name of supervisor : Mrs. Sindhu Pilli
Date of teaching : 23/04/13
Time of teaching : 10am-11am
Venue of teaching : lecture theater no.2
Group: B.Sc. Nursing 2nd year students
Size of group: 25
Method of teaching : lecture cum discussion
Duration : one hour
AV Aids : Power point presentation
Previous knowledge : the group has some knowledge
about the topic: Assessment of learning needs

28. General objective: At the end of the class, students
will be able to acquire knowledge about
assessment of learning needs
Specific objectives: At the end of teaching ,
students will be able to
 Define various terms related to assessment of
learning needs
 Explain about historical perspective
 Enlist types of assessment
 Enumerate principles of assessment for learning
 Describe purposes of conducting assessment of
learning needs

29. III. Main body of lesson plan :
IV. Appendix of lesson plan : This include giving the
assignment to students and recommending further
reading, writing the bibliography and references
S.
No.
Time Contributory
objective
Content matter Teaching –
learning activity
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AV Aids /
Evaluation