Teaching is art and science both. {PEDAGOGY AND ANDRAGOGY} Teaching is an activity with four phases, a curriculum planning phase, a lesson planning phase, an instructing phase, and an evaluating phase. Different from conditioning, training, instruction, and indoctrination.

1. TEACHING LEARNING IN
HIGHER EDUCATION
DATE- 29-01-20
DR. SHRUTI TIWARI
PRINCIPAL, GYAN VIHAR SCHOOL OF EDUCATION

2. HIGHER EDUCATION
• TERTIORY EDUCATION
• POST SECONDARY EDUCATION
• FINAL STAGE OF FORMAL LEARNING
• TEACHING, RESEARCH, EXACTING APPLIED WORK
• PREPRATIONS FOR SOCIAL SERVICES AND EMPLOYMENT

3. TEACHING
 Dewey:- considers it as a manipulation of the situation, where the learner will
acquire skills and insight with his own initiation.
 act of imparting instructions to the learners in the classroom situation.
 H C Morrison:- Teaching is an intimate contact between the more mature
personality and a less mature one.
 Teaching is art and science both. {PEDAGOGY AND ANDRAGOGY}
 Teaching is an activity with four phases, a curriculum planning phase, a lesson
planning phase, an instructing phase, and an evaluating phase.
 Different from conditioning, training, instruction, and indoctrination.
• We can define teaching according to the following three viewpoints.
(a) Authoritarian (b) Democratic (c) Liassez faire.

4. 1. (a) Authoritarian:-
According to this viewpoint-
1. Teaching is an activity of memory level only
2. This teaching does not develop thoughts and attitude in
the students.
3. Is known as thoughtless teaching
4. This teaching is teachers centric

5. (b) Democratic teaching:-
According to this-
Teaching is done at understanding level.
Memory level teaching is the prerequisite (concept) is first memorized and
then understand.
Such teaching is known as thoughtful teaching.
According to this point of view, teaching is an interactive process,
primarily involving classroom talks which takes place between teachers
and student.
Here students can ask questions and criticize the teachers.
Here students can ask the questions and self-disciplined is insisted.

6. Laissez Faire Attitude:-
It is known as reflective level teaching.
It is more difficult then memory level and understanding level
of teaching.
Memory level and understanding level teaching are must for
the reflective level of teaching.
It is highly thoughtful activity.
In this level both students and teachers are participants.
This level produces insights.

7. LEARNING
• Learning can be defined as an internal process which occurs in the learner . It is a relatively
permanent change in the behavior of a person (the learner). (bloom’s taxonomy)
• The acquisition of knowledge or skills through study, experience, or being taught.
• According to Gestalt’s view,
“The basis of learning is to gain knowledge after observing the whole structure. Responding towards
the entire situation is learning.”
• According to Woodworth,
“The process of acquiring new knowledge and new responses is the process of learning.”
• G.D. Boaz(1984) observes learning as a process. According to him
“Learning is the process by which the individuals acquires various habits, knowledge, and attitudes that
are necessary to meet the demands of life, in general”.
• Pavlov has said, “
Learning is habit formation resulting from conditioning.”
• According to Kingsley and Garry,
“Learning is a process by which behavior is originated or change through practice or training.”

8. Continue
(i) Learning is a process through which the behavior of the child changes or modifies.
(ii) Learning is predicted on the basis of changes in behavior.
(iii) These changes can be negative or positive.
(iv) The changes due to learning are permanent.
(v) Changes in the behavior are the results of experiences.
(vi) Leaning can be termed as a mental process.

9. THE LEARNING SITUATION
The learning situation or the teaching environment is the set of resources available
for implementing the teaching/learning process.
1. Human resources (lecturers, learners, administrators and support personnel);
2. Physical resources (e.g. classrooms, library, laboratory, and workshops);
3. Material resources (teaching material, audiovisual materials and others)
4. Financial materials (operational allowances, scholarships, training grants and
others);
5. Political and social context (democracy versus dictatorship, peace versus war).

10. OCCURENCE OF LEARNING
learning takes place in three stages:
1. the motivation stage,2. the acquisition stage and the performance
stage..

11. The Motivation Phase
The leaner receives a stimulus to learn.
This provides the drive (kick start) for the learning process.
He/she selects information from the environment, which is
obtained by the sensory receptors

12. The Acquisition Phase
The information acquired is processed in the following manner:
It enters the short -term memory from which it can be retrieved and
exploited within a very short time. But the capacity of the short-term
memory is very limited. The acquired information, REPEATED rehearsal,
make them stored in the long-term memory.

13. TEACHING LEARNING IN SCIENCE
 Have a clear voice and articulation.
Speak at a moderate rate
Use a strong loud voice.
Vary the tone of voice.
Use a conversational delivery
Use language and terminology which is easily understood
Use facial expressions and gestures
Do not be afraid to smile
Establish eye contact with individuals and the whole class
 Be neat and well groomed.
 Be dynamic and enthusiastic

14. TEACHING METHODS
The teaching/ learning methods which do not foster
autonomous learning. These are large group
methods e.g. lecture, and symposium
Teaching and learning methods favoring autonomous
learning These are methods implemented in small
groups or call for individual work by students
Project methods, Problem solving, Seminars.

15. CONTINUES…….
Small group methods include:
The seminar
Group discussion
Case study
Simulation
Workshop
Problem- solving method (PSM)
 Practical
 Computer assisted TL
 Concept making-
Concept maps can be constructed by students from texts or after class discussions/lecture. It involves
listing the main ideas/concepts and words and arranging these in a hierarchy.

16. INTRESTING METHODS
 SCIENCE CLUBS
 SCIENCE FAIRS
 SCIENCE FIELD TRIPS
 SCIENCE QUIZ AND PUZZELS
 DEMONSTRAIONS
 FLIPPED CLASSROOMS
 ROLE PLAYS
 STORY TELLING

17. KNOW MORE ABOUT
TEACHING AND LEARNING THEORIES
ANDRAGOGY AND PEDAGOGY
TEACHING TECHNIQUES
SCIENTIFIC ATTITUDES
ROLE OF TEACHERS

18. THANKS