EDU 04.8 Unit 3 Introduction to Teaching and Learning PDF

# EDU 04.8 Unit 3 Introduction to Teaching and Learning ## Qn. What are the phases of teaching? Teaching is the process of interaction between teacher and students for acquiring knowledge, skills, attitudes and values. ### Phases Teaching includes three phases: - **TEACHING** - **PRE-ACTIV...

# EDU 04.8 Unit 3 Introduction to Teaching and Learning ## Qn. What are the phases of teaching? Teaching is the process of interaction between teacher and students for acquiring knowledge, skills, attitudes and values. ### Phases Teaching includes three phases: - **TEACHING** - **PRE-ACTIVE (PLANNING)** - **INTERACTIVE (EDUCATION)** - **POST ACTIVE (EVALUATION)** ### Pre-Active: This is the planning phase where teacher prepares for teaching. This includes: - Fixing the learning outcomes - Selecting the content, analyzing the content - Selecting strategies for achieving the learning outcomes - Planning about assessment procedure - Reading reference materials - Planning enrichment activities ### Interactive Phase: This is the execution of teaching process. This includes: - Checks the previous knowledge - Presents the subject matter - Conduct group activities and discussions - Asks questions - Observe learners - Give assignments - Rectifies the errors - Clarifies doubts ### Post Active Phase: This is the evaluation phase or reflection phase. This includes: - Analyses own procedures - Identifies gaps and problems in teaching - Plan for further assessments - Plan for future improvements ## Qn: What are the maxims of teaching? The general truths and principles of teaching that makes teaching interesting, active and effective is known as maxims of teaching. 1. **From known to unknown** The child already possesses some level of knowledge. The teaching should start from there. If we link new knowledge with the old knowledge, teaching becomes clearer and more definite. 2. **From simple to complex** Simple or easy things should be first presented to the students and gradually proceed towards complex or difficult things. 3. **From concrete to abstract:** Concrete things are solid things and they can be seen and visualized but abstract things are only imaginative things. The child understands more easily when taught through their senses and never forget that material. 4. **From analysis to synthesis** The process of dividing a thing into easy parts or separate elements in order to understand it easily is called analysis. The arrangement of parts to form the whole thing is known as synthesis. The process of analysis is easier than synthesis for understanding a thing. This process develops the analytical power of the students. It is the best method of starting the teaching process. 5. **From particular to general:** A teacher should always proceed from particular to general statements. General facts, principles and ideas are difficult to understand and hence the teacher should always first present particular things and then lead to general things. 6. **From empirical to rational:** Empirical knowledge is that which is based on observation and first-hand experience for which reasoning is not essential. It is concrete, particular and simple. We can feel and experience it. Hence teaching should start from empirical to rational 7. **From Induction to deduction** The process of deriving general laws, rules or formulae from particular examples is called induction. It means drawing a conclusion from a set of examples. Examples are easy for learners. So, a good teacher always proceeds from induction and finishes at deduction. 8. **From psychological to logical** Psychological approach considers the interests, abilities, aptitudes, development level, and needs of the learner. Logical approach considers the arrangement of the content into logical order and steps. The child centred approach should follow this maximum. 9. **From whole to parts** Whole is easier to view and understand, motivating and effective than the parts. Hence a general whole of the topic is to be presented first. ## Qn. Explain the basic teaching model of Glaser [Robert Glaser]: The basic teaching model of Glaser divides the teaching process into four components: | | | |---|---| | A: INSTRUCTIONAL OBJECTIVES | B: ENTERING BEHAVIOUR | | C: INSTRUCTIONAL PROCEDURES | D: PERFOMANCE ASSESSMENT | **The connecting arrows show the major events in the instructional process. It is possible to add many more connecting lines called feedback loops.** 1. **Instructional Objectives:** Instructional objectives are those the students should attain after completing a part of instruction. These are the learning outcomes to be achieved through instruction. This is checked with the help of assessment tools. 2. **Entering Behaviour:** Entering behaviour describes the student level before the instruction begins. It refers to what the student has previously learned, his intellectual ability and development, his motivational state. Entering behaviour describes the present status of the students' knowledge and skill in reference to a future status the teacher wants him to attain. Entering behaviour, therefore, is where the instruction must always begin. Terminal behaviour is where the instruction concludes. Teaching is a process of moving from entering to terminal behaviour. 3. **Instructional Procedures:** Instructional procedures describe the teaching process. Procedures must vary with the instructional objectives. Generally instructional procedures describe procedures for teaching skills, language, concepts, principles, and problem solving. 4. **Performance Assessment:** Performance assessment is the process of measuring the student's auxiliary and terminal performances during and at the end of instruction. Auxiliary performances are behaviours which must be acquired at the lower levels of a learning structure before the terminal performances are acquired at the higher levels. Performance assessments consist of tests and observations used to determine how well the student has achieved the instructional objectives. 5. **Evaluation of the model:** The model indicates that teaching includes a broad range of decision and practice where personal contact between teacher and student is not very important. The personality of the teacher is not the central element in the present conception of the teaching process. The model implies a greater emphasis on teacher competence than on personality of the teacher. ## Qn: Differentiate learning based on behaviorism, cognitivism and constructivism: ### A. Behaviourism: Learning is the change in behaviour. Learning takes place through stimulus-response connections. Watson, Skinner, Thorndike, Pavlov etc are behaviourists. **Major features:** - Learning causes change in behaviour - Learning deals with observable and measurable behavioural changes - Learning takes place through the interaction between the individual and environment. - Feedback & reinforcement are the important factors in learning process. ### B. Cognitivism: Learning is the change in the cognitive structure. Human beings are information processors. Piaget, Bruner, Ausubel etc are cognitivists. **Major features:** - Learning causes change in cognitive structure - Learning takes place through information processing - Perception, Reasoning, Memory, thinking etc are the various cognitive processes - Interaction with proper environment stimulates thinking. ### C. Constructivism: Learner construct knowledge by interacting with various situations. John Dewey, Piaget, Bruner, Vygotsky etc are the major contributors of constructivism. **Major features:** - Learning takes place by constructing knowledge by the learner - When the learner connects the prior knowledge with new knowledge, new meaning is constructed - Learning is a cognitive construction of knowledge (Cognitive constructivism, Piaget, Brunner) - Learning is a social construction of knowledge (Social constructivism, Vygotsky) ## Qn: Explain the interdependence of teaching and learning: Teaching is a multidimensional process that includes teacher, learner, learning materials, learning environment and learning process. Teaching is a helping process for students to acquire knowledge, ideas, skills, values, ways of thinking and ways of living. Major goal in teaching is to create effective learners who draw knowledge and wisdom from their teachers and use learning resources optimally to become successful individuals. The aim of teaching is to enhance learning through various methods and approaches. Learning is the process where the learner acquires knowledge. Learning is change in behaviour results from practice and experience. Learning involves the acquisition of knowledge, skill, beliefs attitudes and behaviours. Teaching helps the learner for enhancing knowledge. Various study habits and skills helps a learner to become efficient in learning. **Teaching and learning are mutually interrelated processes.** ### Teaching - Learning: Teaching aims at learning. Quality of teaching directly affects the learning process. Updated learning is essential for effective teaching. Thus, teaching and learning are interdependent and interacting processes. Teaching becomes effective when learning takes place and learning becomes perfect through teaching. Both are interdependent activities in an educational system.