1. The document discusses bilateral transfer of learning through an experiment using a mirror drawing task. Participants traced a star shape with their dominant and non-dominant hands while looking in a mirror.
2. Results showed that it took more time and errors for initial trials with both hands as coordination between the hand and brain developed. Through practice, time and errors decreased across trials as understanding and skill improved.
3. A subsequent test found that physical practice facilitated greater bilateral transfer between hands compared to imagery training alone. Significant transfer occurred from non-dominant to dominant hand but not vice versa. This suggests imagery may support bilateral transfer but physical practice is most effective.
Achievement tests measure what students have learned after a period of instruction. There are two main types - standardized tests which have uniform procedures and scoring, and teacher-made tests which assess learning in a particular classroom. Standardized tests provide norms and impartial information, while teacher-made tests help evaluate teaching effectiveness but have less accuracy and refinement. Both types of achievement tests are important for measuring student learning outcomes.
Education in jainism period - thanavathiThanavathi C
Jainism is an ancient Indian religion that predates Buddhism. It was founded by Mahavira in the 6th century BCE. Jainism is divided into the Digambara and Swetambara sects. The religion places great emphasis on non-violence, asceticism, and spiritual liberation through right knowledge and conduct. Jain monastic life was well-organized, with students receiving a rigorous education that included logic, scripture study, and developing equanimity. Jainism also had an influence on education through its establishment of libraries, hospitals, and financial support from merchant communities. The religion's goal of education was to help students progress spiritually towards liberation from rebirth.
The document outlines the aims of education in a democratic setup. It lists 12 goals including making students aware of individual dignity and rights, enabling them to freely express views and respect others, providing knowledge on political issues to create future leaders with vision, enriching logical thinking and creating a service mentality, ensuring social justice, inculcating patriotism, and promoting secularism. The document was prepared by Zainudheen Cholayil.
Concept and Definitions of Creativity, nature of Creativity, Stages of Creativity, Elements of Creativity, Characteristics of Creativity and creative child, role of Teachers in fostering Creativity.
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
The document outlines the various roles of a teacher in guidance and counseling. The key roles include planning and organizing guidance services, assisting other staff, keeping student records, making referrals, and evaluating programs. Additional roles include integrating career education, serving as a positive human relations model, supporting the counseling program, acting as a trusted listener and advisor to students, making referrals to counselors, and identifying student talents.
Achievement tests measure what students have learned after a period of instruction. There are two main types - standardized tests which have uniform procedures and scoring, and teacher-made tests which assess learning in a particular classroom. Standardized tests provide norms and impartial information, while teacher-made tests help evaluate teaching effectiveness but have less accuracy and refinement. Both types of achievement tests are important for measuring student learning outcomes.
Education in jainism period - thanavathiThanavathi C
Jainism is an ancient Indian religion that predates Buddhism. It was founded by Mahavira in the 6th century BCE. Jainism is divided into the Digambara and Swetambara sects. The religion places great emphasis on non-violence, asceticism, and spiritual liberation through right knowledge and conduct. Jain monastic life was well-organized, with students receiving a rigorous education that included logic, scripture study, and developing equanimity. Jainism also had an influence on education through its establishment of libraries, hospitals, and financial support from merchant communities. The religion's goal of education was to help students progress spiritually towards liberation from rebirth.
The document outlines the aims of education in a democratic setup. It lists 12 goals including making students aware of individual dignity and rights, enabling them to freely express views and respect others, providing knowledge on political issues to create future leaders with vision, enriching logical thinking and creating a service mentality, ensuring social justice, inculcating patriotism, and promoting secularism. The document was prepared by Zainudheen Cholayil.
Concept and Definitions of Creativity, nature of Creativity, Stages of Creativity, Elements of Creativity, Characteristics of Creativity and creative child, role of Teachers in fostering Creativity.
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
The document outlines the various roles of a teacher in guidance and counseling. The key roles include planning and organizing guidance services, assisting other staff, keeping student records, making referrals, and evaluating programs. Additional roles include integrating career education, serving as a positive human relations model, supporting the counseling program, acting as a trusted listener and advisor to students, making referrals to counselors, and identifying student talents.
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
This document discusses the role of various agencies in teacher education at the national and state level in India. At the national level, it outlines the objectives and functions of agencies like the National Council for Teacher Education (NCTE), National Council of Educational Research and Training (NCERT), University Grants Commission (UGC), Indian Council of Social Science Research (ICSSR), National Assessment and Accreditation Council (NAAC), and Rehabilitation Council of India (RCI). It provides details on what each agency does to regulate, fund, and support teacher education and training in the country.
This document discusses creativity in children. It begins by stating that creative individuals think, feel, and act differently, and that sparks of creativity in children could result in valuable contributions to society if given the right opportunities. It then defines creativity as the ability or capacity to create something new or different. Finally, it lists characteristics of creativity, such as that it is universal, influenced by environment, a source of joy, purposeful, involves risk-taking, and differs from intelligence.
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
The document discusses various perspectives on intelligence and the history and types of intelligence tests. It defines intelligence as the ability to think, solve problems, and understand social norms. It outlines theories of intelligence from Wechsler, Neisser, Gardner that proposed multiple types of intelligence. The history of intelligence testing is reviewed from Binet's early IQ tests to current tests like the WAIS and WISC. Intelligence tests are described as measuring problem solving, comprehension, and reasoning abilities.
This document summarizes several methods and tools used in educational psychology:
1) Introspection involves looking within oneself to examine thoughts, feelings, and motives.
2) Observation examines overt behavior by observing a person in different situations.
3) Interviews collect data through question-and-answer encounters between an interviewer and interviewee.
4) Clinical or case studies closely examine the behavior problems of individuals facing challenges.
Continuous and Comprehensive Assessment (CCA)Ketan Kamble
The document discusses continuous and comprehensive assessment. It notes that continuous assessment aims for continuity in evaluation, while comprehensive assessment focuses on broadly assessing learning outcomes and behaviors. The objectives of continuous and comprehensive assessment are to make evaluation an integral part of teaching and learning, use assessment data to improve strategies, focus on student learning and environment, and help develop cognitive, psychomotor and affective skills.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
This document discusses positive deviation and defines positive deviants as individuals who are able to find better solutions to problems than their peers despite facing similar challenges and lacking extra resources. It provides details on creative children and gifted children as types of positive deviants. Creative children are described as having traits like independent thinking and curiosity, while gifted children demonstrate high ability, creativity, and task commitment. The document outlines methods for identifying positive deviants and discusses their characteristics and needs.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
ADOLESCENCE AND THEIR UNHAPPINESS; MORAL DEVELOPMENT; SELF ASSESSMENT ACTIVITY; MORAL AND CHARACTER DEVELOPMENT; RECOMMENDATIONS; WHAT CAN WE REALLY DO? TEN TIPS FOR PARENTS.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Education can be formal, informal, or non-formal. Formal education occurs in institutions and has a structured curriculum and certification. Informal education is lifelong learning from experiences like family and media with no set objectives. Non-formal education is flexible learning outside institutions, like workshops, that acknowledge individual needs and interests but does not result in degrees. The document discusses the key characteristics and differences between these three main types of education.
Transfer of Learning with respect to selection and Design a timetable for school - Core Course 3 (CC3) - Oriental College of Education - Mumbai University - DivakarJha6
This document discusses the concept of transfer of training. Transfer of training refers to applying skills or knowledge learned in one context to another new context. There can be positive transfer when skills overlap between tasks, negative transfer when prior skills interfere with new learning, or no transfer when skills are completely unrelated. Theories of transfer include Thorndike's theory of identical elements, the theory of formal mental discipline, Bagley's theory of ideals, Judd's theory of generalization, and Spearman's two-factor theory distinguishing general vs specific abilities. Teachers should look for commonalities between skills and encourage generalization to facilitate positive transfer of training from one task to another.
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
This document discusses the role of various agencies in teacher education at the national and state level in India. At the national level, it outlines the objectives and functions of agencies like the National Council for Teacher Education (NCTE), National Council of Educational Research and Training (NCERT), University Grants Commission (UGC), Indian Council of Social Science Research (ICSSR), National Assessment and Accreditation Council (NAAC), and Rehabilitation Council of India (RCI). It provides details on what each agency does to regulate, fund, and support teacher education and training in the country.
This document discusses creativity in children. It begins by stating that creative individuals think, feel, and act differently, and that sparks of creativity in children could result in valuable contributions to society if given the right opportunities. It then defines creativity as the ability or capacity to create something new or different. Finally, it lists characteristics of creativity, such as that it is universal, influenced by environment, a source of joy, purposeful, involves risk-taking, and differs from intelligence.
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
The document discusses various perspectives on intelligence and the history and types of intelligence tests. It defines intelligence as the ability to think, solve problems, and understand social norms. It outlines theories of intelligence from Wechsler, Neisser, Gardner that proposed multiple types of intelligence. The history of intelligence testing is reviewed from Binet's early IQ tests to current tests like the WAIS and WISC. Intelligence tests are described as measuring problem solving, comprehension, and reasoning abilities.
This document summarizes several methods and tools used in educational psychology:
1) Introspection involves looking within oneself to examine thoughts, feelings, and motives.
2) Observation examines overt behavior by observing a person in different situations.
3) Interviews collect data through question-and-answer encounters between an interviewer and interviewee.
4) Clinical or case studies closely examine the behavior problems of individuals facing challenges.
Continuous and Comprehensive Assessment (CCA)Ketan Kamble
The document discusses continuous and comprehensive assessment. It notes that continuous assessment aims for continuity in evaluation, while comprehensive assessment focuses on broadly assessing learning outcomes and behaviors. The objectives of continuous and comprehensive assessment are to make evaluation an integral part of teaching and learning, use assessment data to improve strategies, focus on student learning and environment, and help develop cognitive, psychomotor and affective skills.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
This document discusses positive deviation and defines positive deviants as individuals who are able to find better solutions to problems than their peers despite facing similar challenges and lacking extra resources. It provides details on creative children and gifted children as types of positive deviants. Creative children are described as having traits like independent thinking and curiosity, while gifted children demonstrate high ability, creativity, and task commitment. The document outlines methods for identifying positive deviants and discusses their characteristics and needs.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
ADOLESCENCE AND THEIR UNHAPPINESS; MORAL DEVELOPMENT; SELF ASSESSMENT ACTIVITY; MORAL AND CHARACTER DEVELOPMENT; RECOMMENDATIONS; WHAT CAN WE REALLY DO? TEN TIPS FOR PARENTS.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Education can be formal, informal, or non-formal. Formal education occurs in institutions and has a structured curriculum and certification. Informal education is lifelong learning from experiences like family and media with no set objectives. Non-formal education is flexible learning outside institutions, like workshops, that acknowledge individual needs and interests but does not result in degrees. The document discusses the key characteristics and differences between these three main types of education.
Transfer of Learning with respect to selection and Design a timetable for school - Core Course 3 (CC3) - Oriental College of Education - Mumbai University - DivakarJha6
This document discusses the concept of transfer of training. Transfer of training refers to applying skills or knowledge learned in one context to another new context. There can be positive transfer when skills overlap between tasks, negative transfer when prior skills interfere with new learning, or no transfer when skills are completely unrelated. Theories of transfer include Thorndike's theory of identical elements, the theory of formal mental discipline, Bagley's theory of ideals, Judd's theory of generalization, and Spearman's two-factor theory distinguishing general vs specific abilities. Teachers should look for commonalities between skills and encourage generalization to facilitate positive transfer of training from one task to another.
1. The document discusses various theories of learning and motivation, including behavioral, cognitive, and constructivist perspectives. It describes concepts like classical and operant conditioning, observational learning, schema theory, and stages of cognitive development.
2. Key aspects of successful learning mentioned are that it should be goal-oriented, situated in social contexts, connected and cumulative, involve self-regulation and reflection, and be inclusive and supported.
3. Theories of motivation discussed include expectancy theory and choice theory. The document also covers concepts like metacognition, student diversity, and transfer of learning.
This document discusses kinesthetic learning and its benefits, especially in lecture-based college courses. It defines kinesthetic learning as physical activities meant to stimulate deep thinking about concepts, rather than just practicing manual skills. Research shows kinesthetic activities can help students at all levels learn and retain information better. At college, while many students may be kinesthetic learners, little attention is given to this learning style. The document outlines how to design effective kinesthetic learning activities, including clearly identifying the objective and rules to simulate concepts. When incorporated into lectures, such activities can help students analyze, synthesize and evaluate ideas at higher levels than passive listening allows.
The document discusses the behaviorist perspectives on learning and education from 1900-1950s. It describes three major behaviorist theories - classical conditioning by Pavlov, connectionism by Thorndike which included four laws of learning, and operant conditioning by Skinner. Behaviorism views learning as changes in observable behavior due to environmental stimuli. It had a significant influence on reading instruction, breaking reading down into discrete skills taught through direct instruction and reinforcement. Research studies found both support and limitations for behaviorist theories in reading development.
This study examined implicit sequence learning in participants who performed a serial reaction time task alone (single condition) or with another person (joint condition). The task involved responding to one of four symbols with left or right button presses. Unbeknownst to participants, the symbols were presented in a hidden sequence. Results showed that both groups learned the sequence as evidenced by faster reaction times. However, the difference in learning between the single and joint conditions was minimal. Additionally, participants seated on the left were faster with their left hand, and those on the right were faster with their right hand, indicating an effect of seating position on performance.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
The document discusses definitions and theories of learning. It provides several definitions of learning as a relatively permanent change in behavior resulting from experience. It also summarizes five major theories of learning: classical conditioning, operant conditioning, cognitive learning theory, selective learning theory, and social learning theory. The key aspects of each theory are described. Principles of learning including reinforcement, punishment, and feedback are also outlined.
Module 4 EP:EDUCATIONAL PSYCHOLOGY AND SCHOOL LEARNINGyunrash
This document discusses educational psychology and school learning. It covers topics like motivation and reinforcement theories, learning of school subjects, transfer of learning, classroom management, and approaches to teaching subjects. Regarding classroom management, it discusses humanistic, democratic, and behaviorist models. It also addresses the concept of punishment and its role in school learning.
This document discusses several theories of transfer of learning, which refers to how learning one skill or concept affects performance in other areas. The main theories covered are the theory of mental discipline, identical elements theory, theory of generalization, and theory of configuration. The identical elements theory, proposed by Thorndike, states that transfer depends on the common elements between situations. Near and far transfer are also discussed, referring to applying skills in similar versus changing situations. Factors like learner ability, subject matter, attitudes, teaching methods, and environment can impact transfer. Modern perspectives view transfer through a metacognitive lens, focusing on learning how to learn and making connections between past and present learning.
Presentation1 2023 COT.pptx philosophy human person wwwwoh.CristineGraceAcuyan
The document provides guidance for a lesson plan that teaches students to distinguish between facts and opinions. It includes activities where students will analyze statements and media to classify them as facts or opinions. The lesson incorporates values education topics like social responsibility and gender equality. Different learning strategies are used, including group work and individual assignments, to engage students and accommodate different needs. The goal is for students to apply their critical thinking skills to real-world examples of differentiating facts from opinions.
The document discusses different types and theories of learning. It begins by defining learning as a relatively permanent change in behavior due to past experiences. It then discusses classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner as theories of learning. It explains the concepts of reinforcement, punishment, and shaping behavior. The document also provides an example of using time outs instead of punishment for children. Overall, the document provides an overview of behavioral learning theories and concepts such as classical conditioning, operant conditioning, reinforcement, and punishment.
ASSESSMENT FOR LEARNING IN CLASSROOM .PdfAmber Ford
The document discusses various models of assessment, including behaviorist, constructivist, and evidence-based models. In the behaviorist model, assessment is summative and focuses on knowledge attainment and teaching success, but does not consider students' mental processes. The constructivist model views students as active learners who construct knowledge; assessment is thus formative and qualitative, evaluating students' understanding. Evidence-based assessment evaluates students' achievement of learning outcomes based on evidence like exam scores or research reports. The document also discusses different types of assessments like practice-based, portfolio-based, and performance-based assessments.
This study investigated starter activities for SEN students with literacy deficits. Researchers observed lessons with and without greetings/starters and found starters significantly increased engagement. They then observed one SEN class's responses to different subject starters. Questionnaires found students usually enjoyed and understood starters, though some asked for help. Interviews revealed students prefer practical, interactive starters over literacy-focused ones due to preconceptions about their skills. The researchers concluded starters are effective but should consider alternatives to literacy-focused activities for these students to fully engage them.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
This document discusses several influential learning theorists and their perspectives on how students learn. Jerome Bruner believed that learning is an active process where students construct new ideas based on past knowledge. Lev Vygotsky emphasized the role of culture and social interaction in learning. He introduced the concept of the zone of proximal development. Howard Gardner proposed multiple intelligences and that students learn in different ways such as linguistically, spatially, musically. Jean Piaget described four stages of cognitive development from sensorimotor to formal operations. The document also discusses learning styles, cognitive styles, gender differences and cultural influences on learning. It provides examples of how understanding student diversity can help teachers plan effective instruction.
The document discusses several prominent learning theories:
- Constructivism posits that learning involves constructing one's own understanding from experiences. It emphasizes hands-on problem solving and open-ended questions.
- Behaviorism views learning as acquiring new behaviors through conditioning and reinforcement. It focuses only on observable behaviors.
- Piaget's theory describes four stages of child cognitive development from infancy through adolescence, centered around interacting with the environment.
- Neuroscience studies the biological basis of learning in the brain and nervous system, such as how mental activity physically changes brain structure over time.
A collection of learning theory vignettes. Constructivism, Behaviourism, Piaget, Neuriscience, Brain-based learning, learning styles, multiple intelligences, control theory .... A useful PDF to succintly be introduced to the different theories. Reading links are provided also.
This document discusses the factors that affect demand, including price, income, population, advertisement, climate conditions, and other factors like taxation policy, tastes, habits, and traditions. It explains that demand is influenced by a person's desire, ability to pay, and willingness to purchase a good. When the price of a good rises, demand falls, and when price falls, demand rises. Demand also increases with higher income levels and larger populations. Advertising can increase demand by promoting goods via media. Climate changes can shift demand between items like cool drinks in summer and warm clothes in winter.
The document outlines 6 types of e-commerce:
1. Business to Business (B2B) where both buyer and seller are businesses
2. Business to Consumer (B2C) where businesses provide products/services to consumers
3. Consumer to Business (C2B) where consumers request specific services from businesses
4. Consumer to Consumer (C2C) where one consumer sells a product to another through a third party
5. Business to Administration (B2A) where businesses request services from government agencies
6. Consumer to Administration (C2A) where consumers request services from government agencies.
The central problem of any economy is how to allocate scarce resources between competing uses to produce goods and services. An economy must determine what to produce, how much to produce, and how to produce goods and services. It also must decide how to distribute what is produced among the members of society. Effectively addressing this "central problem" requires that a society make choices about using its limited resources.
Laxmi is a woman who lives in a village with her family. She works hard every day to contribute to her family's income and support them. Though she faces many challenges, she perseveres with determination and courage. Her hard work and dedication help support her family and ensure they have their basic needs met.
The document discusses consumer rights and protections in India under the Consumer Protection Act of 1986. It outlines why consumer protection is needed, who consumers should be protected from, an overview of the key act, and the various rights that consumers are afforded under the act, including the right to redressal, safety, information, choice, being heard, and consumer education. It also asks questions about checking for quality marks on industrial goods, rights violated by sellers forcing additional purchases, and things to check while purchasing goods.
The document discusses the three main sectors of the Indian economy - the primary, secondary, and tertiary sectors. The primary sector involves exploitation of natural resources like agriculture. The secondary sector transforms natural resources through manufacturing. The tertiary sector provides services that support the primary and secondary sectors but do not directly produce goods. These three sectors are highly interdependent.
Unemployment occurs when willing workers cannot find jobs at prevailing wages. There are different types of unemployment including seasonal, disguised, educated, rural, and urban. Seasonal unemployment occurs when people cannot find work during certain months, while disguised unemployment is when people appear employed but are underutilized. The effects of unemployment include increased economic burden, wasted human potential, and hopelessness among youth.
David Kolb published his experiential learning theory and learning style inventory in 1984. Kolb's theory proposes that learning involves four stages - concrete experience, reflective observation, abstract conceptualization, and active experimentation - that form a continuous learning cycle. From this, Kolb identified four distinct learning styles - diverging, assimilating, converging, and accommodating - that are defined by how learners engage with the different stages. The document then provides detailed descriptions of Kolb's experiential learning cycle, the four learning styles, and connections between Kolb's model and the similar model developed by Peter Honey and Alan Mumford. It concludes with an experiment using Kolb's learning style questionnaire.
This document discusses Paulo Freire's dialogue method of education as an alternative to the traditional "banking system" of education. The dialogue method involves mutual sharing of ideas between teachers and students through collaborative discussions and reflections. It aims to transform learning into a cooperative process where both parties illuminate and act on reality together. Some key aspects of the dialogue method include listening to understand other perspectives, viewing all participants as equals, and using facilitators to aid collective understanding. The document outlines benefits like increased tolerance for diverse views and resolving disputes peacefully, as well as challenges like inclusion of all students and lack of pre-existing knowledge. It proposes overcoming drawbacks through reflection and action on ideas generated in dialogues.
Dialogue based education is an approach proposed by Paulo Freire as an alternative to the traditional "banking model" of education, where teachers deposit knowledge into passive students. Freire advocated for dialogue, where teachers and students jointly engage in critical thinking and knowledge creation. Effective dialogue requires equality, mutual respect, and trust among participants. It allows for multiple perspectives and critical reflection on assumptions. The benefits of dialogue-based learning include understanding different views, increased tolerance, democratic participation, and teaching important life skills. While it can be challenging for some students, its drawbacks can be overcome through facilitation, preparation, and encouraging full participation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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1. 1
Oriental Education Society
ORIENTAL COLLEGE OF EDUCATION, SANPADA
F.Y. B.Ed. (2020-2022)
Course Name: Core Course 3
Subject Name: Learning and Teaching
Assignment Topic: Transfer of Learning
Submitted for the fulfilment of Two Year
Bachelors’ degree of Education
For the year
2021
(SEM-II)
Submitted to: Ms. Renu Chaudhury Submitted by: Santoshini Sahu
Roll No. 47
Date: 28th
July 2021
2. 2
TRANSFER OF LEARNING
The process of learning begins from the birth of the child and continues till
his death. When the child is born, his mind is just like a clean slate. As soon as he
comes in contact with his environment, he starts reacting and in this process of
interaction of the individual and his environment, the foundation of learning are
laid down.
LEARNING
Temporary change in behaviour is not
learning. • Not only the modification of
behaviour by acquiring good things as per
the social norms is learning but even
behaviour modification by acquiring bad
things comes under ‘learning’. In other
words, learning leads to change in
behaviour but this does not necessarily
mean that these changes always bring
about improvement or positive
development. Learning is
an interaction wherein when any situation
acts upon the learner, he reacts and modifies his behaviour. E.g. A child touches the
flame of a candle, and immediately withdraws his hand. He has learnt how it feels
to get scalded.
3. 3
According to Smith (1962), ‘learning is the acquisition of new behaviour or the
strengthening or weakening of old behaviour as the result of experience’.
Melvin H. Marx defines learning in the following words: “Learning is a
relatively enduring change in behaviour which is a function of prior behaviour (usually
called practice).” Thus four attributes of learning as a process.
1. Learning is a permanent change in behaviour.
2. Learning is not directly observable.
3. Learning that is result in same change of in behaviour.
4. Learning depends upon practice and experience.
TRANSFER OF LEARNING
One of the important characteristics of learning is that the acquisition of
skills, habits, knowledge and attitudes, influences the acquisition of new learning
due to some kind of carry-over effect. The carrying over of feelings, habits, skills,
and knowledge from one learning area to another is called transfer of learning.
According to the older view, transfer of learning implies that training in one
faculty of the mind may help in the functioning of older faculties as well various
faculties of mind - memory, reasoning, judgment, observation etc. - are directed or
trained through various academic subjects. Languages and mathematics give
training to the mind which helps in learning other subjects. A person who possesses
a good knack for language, can learning and retain any fact easily.
DEFINITION OF TRANSFER OF LEARNING
According to Crow and Crow, “The carryover of habit, thinking, feeling, working
of knowledge or of skills from one learning area to another usually it referred as transfer of
training.”
According to Sorenson, “Transfer refers to the transfer of knowledge training and
habits acquired in one situation to another situation.”
According to Peterson, “Transfer is generalization, for it is extension of idea to a
new field.”
Transfer of learning is the dependency of human conduct, learning, or
performance on prior experience. The notion was originally introduced as transfer
of practice by Edward Thorndike and Robert S. Woodworth. They explored how
individuals would transfer learning in one context to another, similar context- or
4. 4
how “improvement in one mental function” could influence a related one. Their
theory implied that transfer of learning depends on how similar the learning task
and transfer task are, or where “identical elements are concerned in the influencing
and influenced function”, now known as the identical element theory.
Today, transfer of learning is usually described as the process and the effective
extent to which past experience affect learning and performance in a new situation.
However, there remains controversy as to how transfer of learning should be
conceptualized and explained, what its prevalence is, what its prevalence is, what its
relation is to learning in general, and whether it exists at all.
Transfer of learning stands for the carryover from one act of learning to
another or transfer of learning means person’s learning in one situation influences
his learning and performance in other situation.
TYPES OF TRANSFER OF TRAINING
1. Positive Transfer: - When learning of one activity facilitates the learning of
another activity. E.g. Playing badminton will help to pick up tennis faster.
2. Negative Transfer: - When previously learnt activity interferes with the learning
of another activity. E.g. Substances contract while changing state from liquid to
solid due to decrease in temperature but ice expands enormously.
3. Zero Transfer: - When learning of one activity neither facilitates nor transfers
with learning of a new tasks. E.g. Training in Music will not affect training of
History in either positive or negative way.
WHY IS TRANSFER OF LEARNING IMPORTANT?
Assumption of education: what is taught in a course will be used in relevant
situations in other courses, in the workplace and out of school.
Because the learning situation often differs from the context of application,
the goal of training is not accomplished unless transfer occurs.
All new learning involves transfer based on previous learning.
If there were no transfer, students would need to be taught every act that they
would ever perform in any situation.
5. 5
BILATERAL TRANSFER OF LEARNING
Human body is divided into two laterals left and right when training is
imparted to one lateral automatically it gets transferred to other lateral it is known
as bilateral transfer of training it can be proved.
Bilateral Transfer of Learning, from many experiments it appeared clear that
skill acquired in a particular task by practice on one hand can often be carried over
to the other hand (Woodworth and Scholsberg, 1971). This Process is known as
Bilateral Transfer.
For instance, once a person has learned to shoot a basketball with their right
hand it is not difficult to transfer that learning to the left hand. This transfer of
learning is made possible by the two-way information traffic that exists through the
corpus callosum, the band of fibres in the brain that allows the two hemispheres to
communicate and transfer information. A useful and helpful application is that
following brain damage some skills and knowledge can be transferred from one area
of the brain to another.
6. 6
Experiment conduct on Bilateral Transfer of Learning
AIM: Transfer of Learning
OBJECTIVE: To study Bilateral Transfer of Learning
METHOD: Trial and Error method (It is characterized by repeated, varied
attempts which are continued until success, or until the practitioner stops trying.)
MATERIAL REQUIRED:
• Mirror Drawing Task handout
• A mirror that is able to stand vertical or tilt forward (a mirror that only
tilts backward will not work).
• Cardboard to block direct viewing of your hand while tracing.
• Pencil for tracing and recording results
• Tape to hold paper in place while tracing
• Clock, watch or stopwatch for keeping time (optional)
INSTRUCTIONS FOR MIRROR DRAWING TASK:
• Place your paper in front of your
mirror.
• Position your cardboard between you
and your paper so that you cannot see
your hand. Your partner can hold the
cardboard in place.
• Look into the mirror. You should be
able to see your hand and the star only
through the mirror. Adjust if
necessary.
• Trace the star, beginning at the “s”
• Have your partner time how long it
takes you to complete the star.
• Circle all of the points where the
tracing touches the edge of the star.
Count how many circles you drew
(each time your tracing touches the
edge of the star counts as one error)
• Record your findings in the table
provided.
7. 7
OBSERVATION OF MIRROR DRAWING:
LH LH RH RH RH RH RH RH
No of
Trial 1 2 3 4 5 6 7 8
Time
(Sec) 209 200 150 181 122 128 121 109
No of
Error 11 14 7 11 12 7 8 9
RH RH RH RH RH RH LH LH
No of
Trial 9 10 11 12 13 14 15 16
Time
(Sec) 136 111 110 119 95 90 167 88
No of
Error 9 6 6 5 6 6 10 9
ANALYSIS:
Recent study on bilateral transfer suggests that imagery training can
facilitate the transfer of motor skill from a trained limb to that of an untrained
limb above and beyond that of physical practice. To further explore this effect, the
present study examined the influence of practice duration and task difficulty on the
extent to which imagery training and physical training influences bilateral transfer
of a Mirror drawing of Star shape. It was found that on 1st
trail tracing star with
life hand looking into mirror was time consuming plus coordination between hand
and mind was not effective count was error was more, same goes with 2nd
trail too,
even from right hand coordination of hand and brain was not that. After doing
practice again and again till trial count 8th
, 9th
(time in sec 136 & error 9) direction
from brain was not that effective but understanding level was improved. From trial
no 10 it improved a lot in count of error (6) and time taken (111sec) as we can see in
table. It was consistent till trial 14. Even from left hand trail no 15 error count was
high but it was improve from previous, in trail 16 left hand was also able to act like
right hand, error count(9) and time consumption(88) was very less. In a subsequent
bilateral transfer test using our non-dominant arm and dominant arm. Results
indicated that physical practice is more effective at facilitating bilateral transfer
compared to training with imagery. Interestingly, significant bilateral transfer was
only observed for transfer from the non-dominant to the dominant arm with no
differences observed between performing the task in an original or mirror ordered
task. Overall, these findings suggest that imagery training may benefit bilateral
transfer primarily at the initial stages of learning, but with extended training,
physical practice leads to larger influences on transfer.
8. 8
Educational Implication
1. We have seen that transfer of learning takes place because of similarity of
content technique, method or because of generalisation. If a student fails to
detect the two similarity between two situations, transfer will not take place.
Remember that transfer of learning does not take place automatically. We
have to teach with transfer in mind.
2. Teachers many times teach specific facts, without getting meaningful
generalizations. In the teaching of geometry students are generally taught
bisecting a single angle in a particular position, many of them fail to bisect
the three angles of a triangle simple because they are acquainted with the
bisection of an angle in one particular position. Teacher should provide varied
experiences. Problems in algebra should not be worked out only with
unknowns such as x and y but also with other unknowns such as m,n,a, b, p,q
and so on.
3. Make the learning experiences as much as possible similar to life like
situations. If democratic way of life is accepted by the society, it should be
practiced in the school through activities such as the election of a student’s
council.
4. Sometimes, opportunities for transfer are lost because teachers do not alert
students to look for relationships and to see how material which is being
learned can be of future usefulness. In studies of transfer value of foreign
languages it has been found that the greatest effect of English vocabulary
occurs when relationship between English words and their Latin, French, or
Spanish roots are shown as a planned part of the teaching procedure. In the
teaching of regional languages, teachers should show how many of the words
are derived from regional Sanskrit roots.
5. Bad habits of work may transfer from one situation to another and may have
a detrimental effect on learning. Students develop faulty habits of study in
the early years of schooling which they carry over at a later stage even when
they join a college. Many college students use fingers for counting while
adding two numbers. Teachers should pay attention to the development of
proper methods of study and habits of work.
6. It is now well established that greater transfer from subject matter can be
achieved by changing the methods of teaching. If the subject matter is taught
in isolation from the problems of daily life, the utility of the knowledge
gained is extremely limited. In one study 16% increase in transfer was
obtained by simply telling the student that the material they were learning
would be useful in other situation.
9. 9
7. Emphasis should be given on developing ideals and attitudes. If a child is
brought up to practice fair play and to accept it as the proper way of
behaviour, it is likely that the child may display it in all is dealings in adult
life.
8. If the teacher does not encourage critical thinking on the part of students and
if he does not emphasis understanding of principles but encourage mere rote
learning, students fail to adapt to new situations. A student can learn to
multiply fractions without understanding the procedure. He may do well on
task like – Multiply: ( 3/4 x4/5) 0r (7/12x12/17).
Reference
• https://www.slideshare.net/arihantcollege9/transfer-of-
learning-66335414
• https://journals.plos.org/plosone/article?id=10.1371/journal.po
ne.0152228
• http://www.igntu.ac.in/eContent/BEd-02Sem-
DrShikhaBanarji-teaching%20and%20learning.pdf