F-1.

3
TECHNIQUES OF TEACHING
Course Content:
UNIT- I: Teaching as a Profession
a) Teaching: Concept, nature, characteristic, principles and maxims.
b) Teaching as a Profession, professional ethics of teachers and Teacher accountability
c) Reflective teaching: concept and strategies for making teachers reflective practitioners.
UNIT –II:Teaching Technology
a) Simulated Teaching: Concept, Procedure, Merits and Limitations
b) Micro Teaching: Concept, Procedure, Merits and Limitations, Skills of Micro Teaching
(Introduction, Questioning, Explanation, Reinforcement, Stimulus Variation).
c) Programmed Instructions and its Types, Computer Assisted Instruction (CAI)
UNIT-III: Models of Teaching
a) Models of Teaching: Concept, characteristics, assumptions and fundamental elements of
a teaching Model
b) Concept Attainment Model
c) Inquiry Training Model and Inductive thinking model.
UNIT-IV: Teaching as Communication
a) Communication: Concept, Types, principles and barriers in communication.
b) Multimedia in Education: Tele-Conferencing, Internet and use of multimedia presentation
and Satellite Communication
c) Recent Trends in Teaching: e-learning. M-learning, Open educational resources, MOOCs
and role of social media in teaching.

1
 UNIT- I: TEACHING AS A PROFESSION
a) Teaching: Concept, nature, characteristic, principles and maxims.
Teaching its simple meaning is referred to either as occupation or profession of a community
known as teacher or an Activity or Activities of a group undertaken to help an individual to learn
or acquire some knowledge, skills, attitudes or interest etc.

Teaching includes all the activities of providing education to other. The person who provides
education is called teacher. The teacher uses different method for giving best knowledge to his
students .He tries his best to make understand students. His duty is to encourage students to learn
the subjects.

Teaching includes all the activities of providing education to other. The person
who provides education is called teacher. The teacher uses different method for giving best
knowledge to his students .He tries his best to make understand students. His duty is to
encourage students to learn the subjects.
Descriptive Definitions of Teaching
• Teaching as Success
• Teaching as Intentional Activity
• Teaching as Normative Activity
• Scientific Definition of Teaching
•

• Teaching as Intentional Activity

"teaching is undertaking certain tasks or activities the intention of which is to induce

learning"

• A teacher can anticipate that certain activities will result in learning, but not guarantee it.
• In short, successful teaching cannot be reduced to a set of general rules, or a prescribed
pattern of behavior.
• Teaching as Normative Activity

2
 • "normative teaching requires that the activities of teaching conform to certain ethical
conditions"
• conditioning (stimulus-obeying behavior)
• indoctrinating (uniformed belief)
• brainwashing (conditioned behavior/uninformed belief)
• informing (information with explanations or evidence, no experience provided)
• training (rule-obeying behavior)
• instructing (training and informing)
• teaching (processes of verification, concern for what student thinks, preparing them for
independent action)
• Scientific Definition of Teaching
• "teaching is the process of carrying out those activities that experience has shown to be
effective in getting students to learn"
• a major problem is that there is very little research that agrees systematically on anything
• craft wisdom is frequently good, but sometimes is in error
• a scientific definition is probably not possible given student autonomy
•

Teaching means interaction of teacher and students. They participate for their mutual
benefits. Both have their own objective and target is to achieve them.

Many great teachers of world define teaching in different way and we can say that teaching is
just to train the students so that they can stand on their own foot in society .

In teaching, three main aspects comes in our front

1st is teacher
2nd is students
3rd is education

H.C. Morrison
3
“Teaching is an intimate contact between a more mature personality and a less mature one which
is designed to further the education of the latter.”

Thomas Green:

“Teaching is the Task of teacher which is performed for the Development of a child.”

Maxims of Teaching:

(i) Form known to unknown : A good teaching should always lead from known to
unknown. Previous knowledge of a particular subject may help us to proceed
from a particular subject or topic to the unknown.
(ii) From Definite to Indefinite : A good teaching should always lead from definite to
indefinite. One can always trust the tested or definite and therefore definite things,
concepts, events or knowledge may be easily approached for catching the

4
 Indefinite ones. Similarly definite rules of the grammar may help a student to
learn the concerned language effectively.
(iii)From simple to complex : It is always better to begin with the relatively simple things
than to fight with the unnecessary difficult and complex ones. Proceeding from
simple to complex or easy to difficult always provides an opportunity or
appropriate learning order or sequence.
(iv) From concrete to Abstract : Abstract is confusing, difficult to understand and
subjective. One may be easily bored and lose one’s patience while attending to an
abstract phenomenon. In contrast concrete is relatively simple, understandable or
objective. A good teaching should lead from concentrate to abstract.
(v) From Actual to Representative: Actual or real objects, a piece of knowledge are quite
better from other objects. Real or Actual objects gives more knowledge to the
students than to the Artificial objects or Illustrative aids.
(vi) From Particular to general : Generalized facts, principles, concepts and phenomena
are quite abstract in nature therefore should not be presented in the beginning of a
teaching. A teacher should always begin with the learning or experiencing of the
particular cases, facts or instances and then persuade his students to generalize or
conclude.
(vii) From whole to parts : Whole is not only greater than the parts but also more
understandable, motivating and effective. Therefore, beginning should always be
made on the bases of whole and then step by step proceed to its various parts. For
e.g. in teaching the topic “Parts of the flower” the beginning should be made with
Actual presentation of the whole plant and then move on to its parts.
(viii) From Induciton to DFeduction : Induction is a way of proving a thing or
statement by arguing it it is true for a particular case then it should be true for the
next similar case and ????.

Deduction is made by placing the generalized facts, principles, formula or rule before the
students and then they are asked to verify the truth of the generalized by applying it in a
particular instance or example.

5
 (ix) From the analysis to synthesis : Analysis refers to a process of breaking or separating
out a thing into the simple parts, elements or constituents in order to understand
its structure or composition on other hand synthesis works quite opposite to
analysis. It refers to a process of combining the different elements or parts
teaching should always begin with analysis and lead to synthesis.
(x) From Empirical to Rational : In a teaching learning process, it is always safe to design
with what we see, feel and experience than with what we agree,, generalize or
explain. A teacher has to place facts, evidences, direct or indirect experiences,
examples and instances full of objectivity and validity for arriving at some
conclusion or develop a rational point of view in understanding ????????.
(xi) From Psychological to logical : Psychological point of view emphasizes the importance
of psychological principles of learning and teaching in the process of Education.
The curriculum, teaching strategies, aid material and teaching-learning
environment all are set in view of the psychology of the child and teaching and
learning.

So we can say that Maxims of teaching brings desirable changes or improvement in the
behavior of the pupils. The Maxims of teaching are quite helpful in making teaching
quite effective and purposeful.

Nature and characteristics of teaching

1. The main character of teaching is to provide guidance and training.

2. Teaching is interaction between teacher and students.
3. Teaching is an art to give knowledge to students with effective way.
4. Teaching is a science to educate fact and causes of different topics of different subjects.
5. Teaching is continues process .
6. Teacher can teach effectively, if he has full confidence on the subject.
7. Teaching encourages students to learn more and more.
8. Teaching is formal as well as informal
9. Teaching is communication of information to students. In teaching , teacher imparts

6
information in interesting way so that students can easily understand the information .
10. Teaching is tool to help student to adjust himself in society and its environment.

General Principles of teaching

1. Principle of Motivation: It creates curiosity among students to learn new things.
2. Principle of Activity (learning by doing): Froebel’s Kindergarten (KG) system is based
on this principle. It includes both physical and mental activities. For example, students are
asked to make charts and models.
3. Principle of Interest: By generating genuine interest among the learner’s community, the
effectiveness of the teaching-learning process can be increased.
4. Principle of linking with life: Life is a continuous experience, and learning linked with
life can be more enduring.
5. Principle of definite aim: This is important for optimum utilization of teaching resources
and making learning more focused.
6. Principle of recognizing individual differences: Every student is unique in term of
intelligence, attitude, abilities and potentialities, socio-economic background. The teaching
method should be devised in such a manner to make all the students to avail equal
opportunities in life.
7. Principle of Selection: The horizon of knowledge is expanding each day. The teacher
should be able to pick contents that can be more relevant and update to the learner’s
objectives.
8. Principle of Planning: Every teacher has certain time-bound objectives, and hence,
teaching should be systematic to make optimum use of resources within the time limit.
9. Principle of Division: To make learning easier, the subject matter should be divided into
units, and there should be links between the units.
10.Principle of Revision: To make learning enduring, the acquired knowledge should be
revised immediately and repeatedly.
11.Principle of Certain and Recreation: This Principle is a must to make classroom
environment humorous and creative.
12.Principle of Democratic dealing: It entails students in planning and executing different
activities; It helps in developing self-confidence and self-respect among the learner’s.

7
TEACHING AS A PROFESSION,
In its broadest sense, teaching is a process that facilitates learning. Teaching is the specialized
application of knowledge, skills and attributes designed to provide unique service to meet the
educational needs of the individual and of society. The choice of learning activities whereby
the goals of education are realized in the school is the responsibility of the teaching profession.
In addition to providing students with learning opportunities to meet curriculum outcomes,
teaching emphasizes the development of values and guides students in their social
relationships. Teachers employ practices that develop positive self-concept in students.
Although the work of teachers typically takes place in a classroom setting, the direct
interaction between teacher and student is the single most important element in teaching.
Teaching as a Profession
The continued professionalization of teaching is a long-standing goal of the Alberta Teachers’
Association. The Association continues to work to advance teaching as a profession.
Professionalism is a complex and elusive concept; it is dynamic and fluid. Six generally
accepted criteria are used to define a profession. The teaching profession in Alberta fulfills
those criteria in the following ways:
1. Its members have an organized body of knowledge that separates the group from all
others. Teachers are equipped with such a body of knowledge, having an extensive background
in the world and its culture and a set of teaching methods experientially derived through
continuous research in all parts of the world.
2. It serves a great social purpose. Teachers carry responsibilities weighted with social
purpose. Through a rigid and self-imposed adherence to the Code of Professional Conduct,
which sets out their duties and responsibilities, teachers pass on their accumulated culture and
assist each student under their care in achieving self-realization.
3. There is cooperation achieved through a professional organization. Cooperation plays an
important role in the development of the teaching profession because it represents a banding
together to achieve commonly desired purposes. The teaching profession has won its well-
deserved place in the social order through continuous cooperation in research, professional
preparation and strict adherence to the Code of Professional Conduct, which obligates every

8
teacher to treat each student within a sacred trust. Teachers have control or influence over their
own governance, socialization into teaching and research connected with their profession.
4. There is a formal period of preparation and a requirement for continuous growth and
development. Teachers are required to complete a defined teacher preparation program
followed by a period of induction or internship prior to being granted permanent certification.
This period includes support for the formative growth of teachers and judgments about their
competence. Teachers are devoted to continuous development of their ability to deliver their
service.
5. There is a degree of autonomy accorded the professional. Teachers have opportunities to
make decisions about important aspects of their work. Teachers apply reasoned judgment and
professional decision making daily in diagnosing educational needs, prescribing and
implementing instructional programs, and evaluating the progress of students. Teacher
judgment unleashes learning and creates the basis for experience.
6. The profession has control or influence over education standards, admissions, licensing,
professional development, ethical and performance standards, and professional discipline. As
professionals, teachers are governed in their professional relationships with other members,
school boards, students and the general public by rules of conduct set out in the Association’s
Code of Professional Conduct. The code stipulates minimum standards of professional conduct
for teachers, but it is not an exhaustive list of such standards. Unless exempted by legislation,
any member of the Association who is alleged to have violated the standards of the profession,
including the provisions of the code, may be subject to a charge of unprofessional conduct
under the Discipline Bylaws of the Association.
The competence of teachers is governed by the Practice Review Bylaws of the Association.
The expectations for the professional practice of teachers related to interim and permanent
certification are found in the Teaching Quality Standard Applicable to the Provision of Basic
Education in Alberta. The Teaching Quality Standard defines the knowledge, skills and
attributes all teachers are expected to demonstrate as they complete their professional
preparation, enter the profession and progress through their careers. Additionally, the
Department of Education’s Teacher Growth, Supervision and Evaluation Policy (Policy 2.1.5)
supports and reinforces the Teaching Quality Standard by setting out basic expectations for
teacher growth, supervision and evaluation.
9
Teachers as Professionals
The certificated teacher is the essential element in the delivery of instruction to students,
regardless of the mode of instruction. A teacher has professional knowledge and skills gained
through formal preparation and experience. Teachers provide personal, caring service to
students by diagnosing their needs and by planning, selecting and using methods and
evaluation procedures designed to promote learning. The processes of teaching include
understanding and adhering to legal and legislated frameworks and policies; identifying and
responding to student learning needs; providing effective and responsive instruction; assessing
and communicating student learning; developing and maintaining a safe, respectful
environment conducive to student learning; establishing and maintaining professional
relationships; and engaging in reflective professional practice. These processes must be free of
discriminatory practices and should contribute to the holistic development of students who are
actively engaged, responsible and contributing members of a democratic society. The
educational interests of students are best served by teachers who practise under conditions that
enable them to exercise professional judgment. Teachers have a right to participate in all
decisions that affect them or their work, and have a corresponding responsibility to provide
informed leadership in matters related to their professional practice.

PROFESSIONAL ETHICS FOR TEACHERS.

Professional ethics for the teaching profession We are one profession of teachers and leaders in
early childhood education and in primary and secondary schools. Our political mandate is to
promote learning, development and bildung for all children and pupils. Our values, attitudes
and actions influence the impact of our work. These ethical principles constitute a common
ground for the development of our ethical awareness. It is our responsibility to act in
accordance with these values and principles.
Basic values of the teaching profession
1. Human values and human rights
Our work is founded on values and principles set down in universal human rights, especially
the UN convention on the rights of children. These rights must be promoted and defended in
10
early childhood education and in schools. The inviolability of human individual freedom and
the need for safety and care are fundamental.
2. Respect and equality
Each individual person’s personality and integrity must be met with respect. No form of
oppression, indoctrination or prejudiced opinions shall be tolerated. All children in early
childhood education and all pupils in schools have a right to participate and have their views
heard and taken into account. They shall have a right to freedom within the framework of the
education community.
3. Professional integrity
Ethical consciousness and high professional competence are the basis of the profession’s
integrity and are essential in creating good conditions for play, learning and bildung. Our right
to methodological freedom and our professional discretion gives us a special responsibility to
be open about our academic and pedagogical choices. Society should be confident that we use
our professional autonomy both properly and ethically.
4. Privacy
Adherence to confidentiality and information standards is crucial in our work. Everyone has a
right to privacy. Personal information must be managed in ways that protect the integrity and
dignity of children, pupils, parents and colleagues. Electronic information dissemination
requires a special critical awareness.
Professional Ethics

Many professions throughout the ages have set themselves ethical guidelines that express the
attitudes and sense of responsibility that members are required to show towards their work,
articulating the common values and principles that they should possess with respect to their
profession.

The teaching profession is based on the concept of teachers as experts who have been assigned
specialized tasks by society, which has also prepared them for such tasks by providing them
with the necessary high level of education. The profession then demands that the
representatives selected to perform these tasks should demonstrate high ethical standards in all
situations, even though the tasks may frequently be difficult to define precisely or call for rapid
11
decisions. lt is essential for society to be able to rely on persons of this kind to exercise a high
level of professional skill.

The sense of responsibility attached to the practising of a profession is based on knowledge and
vocational skills on the one hand and on the values and norms that form the foundation of the
work on the other. Both are essential, and neither can replace the other. Good ethical principles
cannot compensate for poor professional skills, and good professional skills cannot make up
for a lack of ethical principles. Thus teachers should feel obliged by their sense of
responsibility to pay constant attention to the maintaining of their professional skills, and also
to show particular sensitivity in the perception of ethical problems and readiness to observe the
highest standards of professional ethics when resolving such situations.

Any consideration of the ethics of the teaching profession calls for a distinction to be made
between legal and ethical matters. The basic duties and responsibilities of teachers are defined
in the relevant legislation and norms, while the content of the teaching is laid down in the
curriculum. By contrast, however, the ethics of the profession are not based on compulsion or
external supervision but on an internalized concept of the moral obligations attached to the
work.
The results of a teacher's work are often visible only after a considerable time lag, in that good
Iearning experiences tend to promote lifelong learning. Teachers can play a significant role in
both the generation of positive Iearning experiences and the reinforcement of learners' self-
esteem. Thus a teacher's work is a matter of providing opportunities for upbringing, instruction
and Iearning for the ultimate benefit of individual learners. ln addition, a teacher is expected to
meet up to society's requirements concerning the implementation of the goals of teaching,
which means that, on account of changes taking place in society, many teachers are obliged in
the course of their work to take care of things for which they cannot bear sole responsibility.

The change in the role of teachers has brought them closer to the learners, but it has also
increased their responsibility for the learners' development and has frequently led them into
closer cooperation with others who are also responsible for this development. Teachers have a
great deal of power and responsibility in matters concerned with the evaluation of learners, for
12
 instance, and it is only by fully internalizing the ethical principles involved that they can avoid
abusing their position in this respect.

A high standard of professional ethics is one of the most important resources available to
teachers, guiding their work and their interactive relations at the professional level. The work
of teaching should include consideration and evaluation of the ethics of one's own goals and
motives. ln this sense the purpose of the present account of a teacher's professional ethics is to
codify and promote the sense of what is ethically right that has always been a part of
educational work.

REFL ECTIVE LEVEL OF TEACHING

Thinking is as important to human development. At this level, teacher increase thinking, logic
and
imagination in students so that the student could solve their problems later through these
approaches.
At this stage, education involves both the memory and understanding levels. The thinking level
of
education cannot be successful without these levels.
Thinking level of education is problem-centered. Teacher presents any regarding problem in
front of
students and students start thinking by getting motivated and active. This is fundamental thinking
with critical approach. It is the teacher’s responsibility to develop creative abilities in students by
giving
them the opportunity to develop their thinking behavior.
It is supreme level of education and completely thoughtful. Students search for new knowledge
by
expressing their learning, perception, thought, belief and knowledge, consideration and reasoning
to
solve the problem. It is a productive state of creation, discovery, research and creation.

13
At this level students search for problem solutions with self-interest, voluntarily meditate,
contemplate,reason and imagination and make themselves more confi dent and active. At this
stage teachers should be qualifi ed, experienced, expert and effective.Paradigm developed by
Hunt for refl ective level of teaching is being shown through a table further.

Hunt’s Model of Refl ective Level of Teaching

Paradigm Side Refl ective Level Teaching
1. Focus
(1) To develop fundamental and independent thinking power in students.
(2) To develop consideration and reasoning power to solve problems
(3) The capability to solve a problem depends on its nature. It can be individual
and social. It has four steps.
2. Syntax
(1) Creation of diffi cult situation
(2) Creation of imagination
(3) Use sense, meditate and contemplate for imagination
(4) Test of imagination and problem solving
3. Social System
(1) Classroom environment is completely open and free.
(2) Students are active and self-motivated
(3) It is the basis of student’s socialization.
(4) It is an atmosphere of cooperation, social sensitivity and sympathy.
4. Support System’
(1) Written support is more useful.
(2) Aptitude, problem solving, creativeness are testing of viable..

Suggestions for Refl ective Level of Teaching

The following are suggestions for teaching thinking level—
1. Before teaching this level, it is necessary to have the knowledge memory and understanding
level.
2. Every related step should be follow.
14
3. Aspiration level should be high.
4. They should have sympathy, love and sensitivity.
5. Attention should be paid towards cognitive development.
6. Students should be given more opportunities to develop consideration and reasoning power.
7. Democratic learning environment should be maintained.
8. Students should be motivated more and more for positive thinking.
9. Maintains democratic learning environment.
10. Students should be encouraged to thinking more and more perfect.

STRATEGIES FOR MAKING TEACHERS REFLECTIVE PRACTITIONERS.

Reflective teaching strategies, however, are much older, having been proposed, discussed and
used by other educators such as John Dewey, Jean Paiget and Carl Jung.
In the most simplistic description, reflective teaching strategies allow an educator to look at what
is being taught, how he/she is teaching it and what the outcome of the lessons are. The purpose is
to learn what works for the individual teacher as well as what works for the students.

As with all reflective practices, reflective teaching presents the educator with an opportunity to
look within themselves to their own personal teaching philosophy (how they teach), thereby
challenging themselves to their strengths and weaknesses.

Educators who teach reflectively use one or several of the following strategies -

• Keep a teaching journal or diary

• Collaborative journal writing - a group of teachers keep and share diary entries during a
prescribed period
•

• Create and utilize self assessment forms

• Video tape their work in the classroom
• Written reports on projects/experience in the classroom
• Ask peers to review their work
• Work with a mentor
• Read and utilize student assessments
15
 • Write an autobiography on how and why you became a teacher, sharing sections
with peers
Once the data is collected, educators should review it, reading any comments made by students,
peers, or mentors, think about what has been revealed, discuss what it means to them and ask
mentors and peers for suggestions/comments on what they (the educator) has discovered.
Realistically, student teachers have the time to invest in reflective teaching, whereas, classroom
teachers may find it a challenge to reflect.

• Practicality
While reflective teaching has many benefits, the least of which is allowing an educator to
enhance their teaching skills, in today's world with the constant pressure of mandated student
assessments and standardized testing, many educators find reflective teaching to be simply
another weight on a scale that is already off balance. To be realistic, reflection in any form takes
time. If teachers are given the time to be reflective, then they will be able to reap the benefits.
Educational administrators would be wise to realize that reflective teaching strategies are, as
educator Jack Richards states, "a powerful impetus for teacher development."

• Self-Reflective Journal: A journal is an easy way to reflect upon what just happened
during your instruction. After each lesson, simply jot down a few notes describing your
reactions and feelings and then follow up with any observations you have about your
students. If it helps, you can break up your journal into concrete sections, such lesson
objective, materials, classroom management, students, teacher, etc. In this way, you can
be consistent with how you measure your assessments time after time. You can find
specific questions to ask yourself below.
• Video Recording: A video recording of your teaching is valuable because it provides an
unaltered and unbiased vantage point for how effective your lesson may be from both a
teacher and student perspective. Additionally, a video may act as an additional set of eyes
to catch errant behavior that you hadn’t spotted at the time. Many colleges actually use
this method to teach up and coming teachers the value of self-reflection.
• Student Observation: Students are very observant and love to give feedback. You can
hand out a simple survey or questionnaire after your lesson to get students’ perspectives
about how the lesson went. Think critically about what questions you’d like to ask and
16
 encourage your children to express their thoughts thoroughly. It’ll not only be a learning
experience for you, but also an indirect exercise in writing for them.
• Peer Observation: Invite a colleague to come into your classroom and observe your
teaching. Now this is much different than when you have your principal come in and
watch you—it’s much more casual and devoid of darting eyes. As a result, you’ll be able
to teach more naturally and give your colleague an honest perspective of your instruction
methods. To help him frame your lesson critique more clearly, create a questionnaire
(you can use some of the questions below) for your colleague to fill out as they observe.
Afterward, make some time to sit down with him so he can more accurately convey what
he saw.

UNIT –II:TEACHING TECHNOLOGY

Simulated Teaching: Concept, Procedure, Merits and Limitations

Introduction

Several methods for creating useful and effective teacher training have been developed.
Simulated Teaching is one of them. This method is called simulation or customized training.
Kersh fi rst villages in the area of training used in teaching. In 1966 Cruck Shank in the U.S. is
used to make effective teaching practice. Is the real meaning of role play simulation. Literally, it
means exactly-To imitate. Like all true teaching in a given situation to make artifi cial reality is
called teaching.

Simulation: Meaning and Definition

Histrionically also used in teaching means customizing. Histrionically method is introduced to

students knowledge of the situation, after which, through conversation and discussion subject is
extended

Customized teaching method is considered by the Second World War. Used to train for war, real
war is Notes not possible. Therefore, different array compositions of war and war-like techniques
to train artifi cial conditions is constructed and Training is provided. In this process, an action is
presented in lifelike artifi cial conditions. The teaching method used nowadays in business
management, administration, medicine, teaching and training in the fi eld of business.

17
SIMULATED TEACHING

The precise method of teaching learning and training through the act of pupil teacher problem—
Ability to resolve behavior develops and provides training to teach him very well. Reality by
acting in teaching and specifi c communication skills for the development of a complete artifi
cial conditions are teaching. The behavior of learners sorted and organized learning in artifi cial
conditions—experiences while maintaining desirable change is brought about by the spontaneity.

According to Wing “Creating artifi cial conditions is the When the student teacher to meet
specifi c customized materials have to be the desired response.” He Consider the actual
circumstances that represents simulation.

According to Cruick Shank “Practical teaching is to create artifi cially a real situation in which
your current or future actions by the participants resolve problems Sambndhti experience
possible.”

According to Trancy and Anwin “A simulation of a situation or environment by customizing

often represents the actual conditions that is less complicated and less time-consuming.”
Customized learning implies the use of simulation training.” Customized teaching a teacher
training technique, which the student teacher is to develop teaching skills. By this method, the
student teacher teaching practice skills in simulated situations are given.”

Elements of Simulated Teaching

According to Cruick Shank there are three main element of Simulated Teaching—

(1) Diagnostic Element

(2) Prescriptive Element

(3) Evaluative Element Elements of Simulated Teaching

(i) Diagnostic Element—As a doctor does diagnose the patient’s illness symptoms, as well as a
teacher helps students diagnosed their weaknesses and strengths. The teacher tries to overcome
these weaknesses diagnosed and Strengths in the future to maintain their places as loudly

18
(ii) Prescriptive Element—Students’ weaknesses and strengths diagnose diffi culties, on the
basis of their qualifi cations and skills that students attempt to treat and Students are striving to
bring behavioral change.

(iii) Evaluative Element—To evaluate the achievement of remedial actions which the teacher
activities, they all come under the process of evaluation. This indicates that the evaluation of
teaching predetermine how, and to what extent determine which would have been received.
Accordingly, when you’re not satisfi ed, diagnosis, treatment and evaluation of the process is
repeated.

Procedure of Simulated Teaching

Three major types of real-time training in teaching roles have had to juggle.

They are— (1) Teacher (2) Student (3) Inspector

These three types of roles alternately play teacher. In the process, the fi rst to play the role of
teacher educators. The fellow students play the role of teacher. The role of the teacher is the
teacher teaches the lesson. In it teaching session is of 6 to 15 min. Student count also from 5 to
15. Like fellow inspector one or two teachers are evaluated. Teacher at the end of the text on the
Properties inspector to discuss defects and Encourage teachers to improve their teaching.

Steps of Simulated Teaching

(1) Orientation—First, all information is provided regarding teacher education a reality. The
real meaning of the teacher and the Samprtyy is clear, its importance and use are explained and
the procedure is explained. Students, teacher, student and observer’s role is to explain the role
and appropriate training is provided for subsistence. Therefore, there are three main functions
under the stair—

(1) Provide accurate information to the students learning.

(2) Role selection—What role do under it, the decision is taken. How will the roles, roles that are
discussed on how to play this.

19
(3) Select the teacher role play—Who is the teacher who will act on it, are discussed and the
teacher, student and teacher of the inspector is selected.

(2) Selection of Skills for Practice—The stair under which it certainly is—who will be trained
in teaching skills. Teaching skills and their importance when selecting the focus is on utility.
Such skills are available, whose use in the teaching of all subjects to be taught in school as
possible. Interpretation skills are selected, the discussion and deliberation is done. Key elements
are introduced to their nature, the teacher creates lesson plans based on the selected teaching
skills.

(3) Determination of Sequence—Reality by learning skills that are selected based on their
exercise Notes program after Lesson planning is made. To what skills will be fi rst, what skills
will be when it is used to determine the order. This step is used to determine the order in which
the teacher and the order in which they practice different teaching skills which will role.

(4) Determination of Observation Techniques—It is used to determine what type of teaching

skills for the practice of observing the system will be stored. Ex Audio Cassette the will be used.
Thus, the equipment to observe and practice teaching skills and what methods will be used, it is
decided Here it is also certain that the observations in which the points will be observed, and
Which method will be adopted to nourish.

(5) Organisation of First Practice Session—When the entire system is held the fi rst practice
session. Nutrition practice session immediately after the page is given by supervisors and
suggestions for improvement are necessary. The session lasts until the turn of the teacher does
not come to practice.

(6) Providing Mastery Over Teaching Skills—Each teacher teaching skills then keep practicing
until he receives the full dexterity skills. Him to a second teaching skills are put to practice
skills..And also to master is the third practice teaching skills. Thus, the sequence continues.

Characteristics of Simulated Teaching

(1) The student work naturally in artifi cial conditions.

(2) The students have the opportunity to be master in various skills.

20
(3) There are many opportunities for students to rehearsal.

(4) The pupil - teacher who is playing teacher’s role get immediately feedback after completing
the lesson.

(5) This method is simple, easy and very useful.

(6) By using this method confi dence of teacher awaked.

(7) Without teachers teaching in school as part of the school are learning opportunities, thereby
increasing their experiences and increasing interest in teaching.

(8) School is not being addressed because of the problem, the method teaching practice teaching
method is accurate.

(9) Actual teaching practice in the school is not teaching. Therefore, students would not harm
any of the studies.

(10) Actual teaching of teachers face many diffi culties. Much lower than the actual conditions in
real educational problems are revealed.

(11) In reality teachers teaching different learning skills are mastered, thus teaching them in full,
effi ciency is relatively simple and intuitive.

(12) Develop the ability to sort the text is presented.

(13) Interest in this method, and rich in inspiration and enthusiasm. (14) Reality of teaching in
the classroom teacher is learning the right way to behave.

Limitations of Simulated Teaching

(1) Practical training at the beginning and end time of the teacher and consequently some
difficulties sometimes they can be discouraged. (2) Many times inspector who plays the role of
teachers, lack of experience in the right way can not subsist. (3) Teacher evaluation sometimes
makes false marking, which may lead to mutual misunderstandings. (4) Students often
internalized teacher who plays the ‘boys’ play experience difficulties in the classroom, which do
not act as a real classroom. (5) Many teachers do not fully follow the instructions or do not
understand the true teaching of the key elements to create the ideal situation is difficult.

21
Use

(1) Develop the ability to ask questions in teaching. (2) Used in order to develop a potential
questions. (3) General practice of classroom teaching. (4) Sort text presented as the ability to
develop. (5) Follow the steps in problem solving teaching is consistent manner. (6) Classroom
learning capabilities to present in summary form. (7) Deductively to lecture capabilities.

MICRO TEACHING

Introduction

Micro teaching is a new symbol of hope and excitement in the fi eld of teaching and training and
is a challenging voice call for teachers and trainers. Micro teaching has come as a boon for
training colleges. As a result, today’s teachers have started to talk about developing teaching
skills. Micro teaching is kind of laboratory approach in which teachers practice their teaching
skills that harms no one. This method is able to meet all conditions of the laboratory.

History of Micro Teaching

Micro teaching is a new method of controlled practice in the fi eld of training. It was developed
at Stanford University. Acheson, Bush and Allen introduced the fi rst controlled ‘Compressed
StudyPractice Orders’ in which each teacher was teaching a small lesson to 5 to 10 students
while others perform various role plays. Later they started using video tape recorder to make
desirable changes to teaching behavior of a teacher. While working in the fi eld of teaching
competence Harry Garrison introduced ‘Stanford Teaching Competence Program’. In 1967,
Clenvas performed many experiments in the fi eld of micro technology. Thus, Allen (1964),
Acheson (1964), Orm (1966), Tuckman, Alan (1969), Rasnik and Kiss (1970), MacLeez and
Anvn (1971) and many researchers made important contributions in the fi eld. These researches-
forms and reports began to attract the whole world. D. D. Tiwari (1967) fi rst in India used the
word ‘Micro-technology’ in the fi eld of education-training. Although the ‘micro teaching’
means today was isolated from micro teaching. Shah (1970), Chudasma (1971), Singh, Maskar,
Pangutra (1973) and Doshaj undertaken this sector in the year 1974. The fi rst publication in the
fi eld of micro-education in India in 1974 was published by Pasi and Shah. The fi rst micro-
teaching about scientifi c information provided. Later Bhatacharya (1974), Pasi, Lalita and Joshi

22
(1976), Singh Garewal (1977) and Gupta (1978) worked in this area. In 1978, a National
Proposal for the Project was started on ‘micro-teaching’ at Indore University. Teachers and
educators of various colleges and universities worked on micro-teaching. This research was
completed in cooperation with Delhi’s ‘National Council of Education, Research and Training’
(NCERT).

Definitions of Micro Teaching

Micro-teaching is an experimental and analytical method of education training through which

teacher’s teaching-skills are developed.

Allen (1968) defi ned is as follows: “Micro teaching is training related suffi x in a situation of
pre-service and in-service teachers for the commercial development. Microteaching presents a
plan for teaching practice that reduces the complexities of normal classroom and teachers receive
feedback in large part for their teaching practice.” V. M. Shore defi ned is as follow: “Micro
teaching is a practice of small time, few students and of fewer teaching practices.”

MacLeez and Unwin (1970), “The micro-teaching student teachers usually simplifi ed by the use
of television closed environment for the process of the performance-related feedback is
immediately available ...... Micro teaching is generally considered to be the nature of the study
represented complications typically abstract concept or actual reduction to practice reading the
feedback process on the basis of classroom teaching is provided”.

According to D. W. Allen, “Micro-teaching is scaled down teaching encounter in class size and
class time.” According to Clift and Others, “Micro-teaching is a training procedure which
reduces the teaching situation to a simpler and more controlled encounter achieved by limiting
the practice teaching to a specifi c skill and reducing time and size.”

According to Bush, “Micro-teaching is a training procedure in which teacher prepares a lesson

by using his teaching skills carefully, interact with a small group of actual students on the basis
of lesions prepared. As a result he gets the opportunity to achieve observations on videotape.” (In
the Indian Model of Micro technology, human observers has been recommended to replace video
tape.) Allen and Ryan said that micro teaching is based on the following fi ve basic principles:
(1) Micro-teaching is the actual teaching. (2) In this teaching of the common complications

23
class-education is reduced. (3) Only a special task and a skill is emphasized at one time. (4) It is
possible to control to exercise procedure. (5) Feedback is provided soon.

In the words of Prof. B.K. Passi “Micro-teaching is a training technique which requires pupil-
teacher to reach a single concept using a specifi ed teaching skill to a small number of pupils in a
short duration of time.”

In the words of L.C. Singh “Micro-teaching is a scaled down teaching encounter to which a
teacher teaches a small unit to a group of fi ve pupils for a small period of fi ve to twenty
minutes.”

Micro Teaching is by N.K Jangira and Ajit Singh: “Micro-teaching is a training setting for the
student teacher whose complexities of the normal classroom reaching are reduced by practising
one component skill at a time, limiting the content to a single concept, reducing the class size to
5-10 pupils and reducing the content of the lesion to 5-10 minutes for teaching practice.”

According to Srivastava, Singh and Roy (1978), “The meaning of the word Micro can be a
complex one because it divided into small means micro units in which teacher is trained very
carefully. Therefore, Micro is the correct word.”

Grifi ths (1973) after analyzing the various definitions says, “As Micro-teaching is very flexible
and adaptable process, it is not fair to bind it in a specific c definition”.

Principles of Micro Teaching

Allen and Ryan (1968) explained that micro teaching is based on the following fi ve basic
principles: (1) Micro-teaching is the actual teaching. (2) In this type of teaching the common
complications class-education is reduced. (3) Only a special task and a skill are emphasized at
one time. (4) Exercise procedure is more controlled. (5) Feedback is provided soon.

Micro Teaching: An Educational Process

It is a scaled down teaching technique, scaled down in terms of class size, lession, length and
teaching complexity. Micro teaching process contains the following terms— (1) Teacher offers
practical knowledge and principle of micro teaching to pupil teachers. It is known as
24
Introduction session. (2) Teacher specifi cally states the teaching skills which are to be
developed and interpretation of psychological bases to pupil teacher. (3) Teacher presents an
ideal lesson on micro teaching for pupil teacher. (4) Teacher and pupil teacher closely analyze
the shortcomings and discuss the characteristics of the ideal text and determine its learning–
skills. (5) Teacher provides pupil teacher the needed time to prepare ‘micro-lesson plan’ and
assists them personally. (6) According to instruction, class teacher teaches micro-lesson for 5 to
15 minutes (The lesson is recorded on a tape recorder), it is called teaching session. (7) After
teaching class teacher discusses the micro lesson with teacher in detail. Both good and bad point
viz. shortcomings and strengths of pupil teacher’s teaching skills are discussed at this time and
he is suggested to re-prepare the lesson. (8) After this critical session, pupil-teacher changes the
teaching plan according to the recommendations and re-teach the necessary amendments. This is
known as “session of re-creation of lesson”. (9) Thus pupil teacher teaches the re-created lesson
to other students of the class. This teaching is also recorded on tape recorder. It is called re-
teaching session. (10) Re-criticise session come after re-teaching session

Advantages of Micro Teaching

There are many advantages of training process of micro teaching— (1) Micro teaching simplifi
es the teaching process. (2) Pupil develops his teaching skill by focussing according his
capabilities and tries to learn them. (3) Feedback adopts and completes all approaches. (4)
Objective evaluation is done for pupil teacher. (5) Pupil teacher has a right to keep his side in the
feedback and kept active in feedback session. (6) Inspector acts as a consultant for pupil teacher.
(7) It reduces the complexities of class-reaching. (8) This method fi lls the pupil teacher with
self-confi dence. (9) This method teaches more in less time. (10) Through this method pupil
teacher is taught to teach smaller classes, fewer students and smaller teaching step rather than
directly teaching a class. This proves to be very helpful for him.

Limitations of Micro Teaching

Although micro teaching bound many steps of teaching process but it has some limitations, for
example— (1) This leads to controlled and compressed learning that is beyond the limits. (2)
This teaching takes off the classroom teaching. (3) At a time only one teaching skill develops
25
which consequently seems to be difficult to integrate them later. (4) It takes more time. (5) It is
diffi cult for pupil teacher to get feedback soon. (6) There is adequacy of motivation in order to
develop excellence in teaching skill. (7) It ignores the diagnostic and remedial work. Due to
above limitations a number of modifications and improvements are being made in micro
teaching method. Mini teaching is an example for this

c) PROGRAMMED INSTRUCTIONS AND ITS TYPES, COMPUTER ASSISTED

INSTRUCTION (CAI)

Meaning of Programmed Learning

In the words of Smith and Moore, “Programmed instruction is the process of arranging the
material to be learned into a series of sequential steps, usually it moves the student from a
familiar background into a complex and new set of concept principles and understanding.”

According to James E. Espich and Berl Williams, “Programmed instruction is a planned

sequence of experiences leading to profi ciency in terms of stimulus response relationship”.
Stoffel said, “The arrangements of tiny bits of knowledge into logical sequence is called the
‘programmed’ and its process is called, ‘Programmed Learning’.”

According to Leith, “Programmed learning is a sequence of small steps of instructional material

(called Games), most of which require a response to be made by completing a blank space in a
sentence. To ensure that expected responses are given, a system of cueing is applied and each
response is verifi ed by the provision of immediate knowledge of results.”

N.S. Mavi says, “Programmed instruction is a technique of converting the live-instructional

process into self-learning or auto instructional readable material if the form of micro-sequence of
subject-matter which the learners are required to read and make some response, the correctness
or incorrectness of which is told to him immediately.”

According to Susan Markle, “Programmed instruction is a method of designing reproducible

sequence of instructional events to produce measurable and consistent effect on the behaviours
of each and every acceptable student.”

26
James E. Espich and Berl Williams has defi ned programmed instruction as, “Programmed
instruction is a planned sequence of experiences leading to profi ciency in terms of stimulus-
response relationship.”

According to D.L. Cook, “Programmed learning is a term sometimes used synonymously to refer
to the broader concept of auto-instructional method.”

Characteristics of Programmed Learning Material

Following are the main characteristics of Programmed Learning Material—

1. Programmed Instruction is individual and only person learns at a time.

2. The learning material is divided into small units.

3. Then small units are sequenced.

4. In programmed material, every phase is practically connected to its next phase in a logical
manner

5. Learner has to make active responses.

6. Information is immediately provided to students that their effort is right or wrong. Thus they
receive the feedback.

7. Students get the opportunity to learn at their own pace. (Principle of Self Pacing)

8. Programmed material fully verifi ed and liable.

9. Specifi cation of student’s entering behaviour and feelings are done in it. In these behaviour,
level of language understanding and simplifi cation, level of achievement, feedback and mental
level are taken into account. 10. Stimulus, Responses and Reinforcement – these element remain
active in it. 11. It has comparatively low error rate and fault rate. 12. As feedback is provided
immediately, so true responses are enforced to students which helps in effective teaching. Every
response of student provides him a new knowledge. 13. While learning instructional material,
students have more readiness and curiosity due to which they understand very rapidly. 14.
Instruction material is evaluated through the responses of students and it is improved and modifi
27
ed according to that. 15. Programmed Instruction also organizes that aiding instruction to
removing the weakness and diffi culties of students. 16. Programmed Instruction system is based
on the principles Psychological learning.

Principles of Programmed Learning

It is clear from above discussion that programmed instruction is based on following principles—

1. Principle of Behaviour - analysis

2. Principle of Small fractions

3. Principle of active participation,

4. Principle of immediate feedback

5. Principle of Self pacing

6. Principle of legality of the content

7. Principle of knowledge and progress of students tested

8. Principle of student responses.

TYPES OF PROGRAMMED LEARNING

linear programming

B. F. Skinner (1955) was the exponent. It is based on operant conditioning on programming

which explains that human behavior can be given a certain direction and the desired behavior can
be taught. The actions of this pathway in the human small - small to analyse the meaningful
parts. By resorting to these parts at each position by enforcing the desired behavior can be taught
human. In fact, the linear programming linear programming in which each student is in order,
crossing certain positions. It includes the following things— (a) At one time, subject to the small
- fraction is presented to the students. (b) By responding to student answers. (c) By matching
your answer enforcing student receives the correct answer. (d) He received the command what to
do next.

Characteristics of Linear Programming

28
Its major features are given below— (1) Sort the student as various short—short positions
through a linear path of movement behavior reaches the other end. (2) Checking the student’s
response is correct for response home-nutrition system. (3) All students have the same path,
which eventually reach the fi nal goal. (4) To simplify the learning initially used prompts or
signals, later gradually removed. (5) Response and the order of placed is control. (6) The creation
of teaching materials and presentations in programming is thus likely that the student’s error is
almost over.

It is based on principles of learning psychology. (8) The self - study the path - paved so that
students of different mental levels—may have a chance to learn at their own pace. (9) It’s hard
Conceptions programming able to clear easily and cheaply. (10) Active student learning time,
and ready to become operational. (11) Students without teacher easily receive new knowledge.
(12) Each correct response is enforced by the student, the learning process becomes more
effective. (13) This method is more effective than traditional teaching

Branching Programming

Introduction

Mr. Naurman was the exponent of disciplinary programming. Crowder said, “The programming
content is a technical submission. There are several principles of effective teaching is used. All
schduled activities are controlled by the student so it is also called internal programming.

Frames Arrangement in Branching Programming

Disciplinary programming or in one or two paragraphs on the page is a frame. It is much larger
than the linear programming. Students seriatim go through all the frames. After the frame, the
corresponding multi-(text to come Nirvcniyn) objective is to answer questions. One of the
responses has to choose the correct answer. If the answer is correct, then it proceeds but the
answer is not correct, then it is given remedial instruction. The specifi cally designed for
therapeutic or her original part series is directed towards and later again come to the offi ce and
are asked to answer. This action, which lasts as long as the student does not give the right
answer. The only correct answer to moving on to the next step only to get called.

Characteristics of Branching Programming

29
Their main features are as follows— 1. Branching programming than linear programming
compared to each text frame comes more teaching materials. 2. Needs of students at various
positions have the freedom to reach the fi nal position. 3. Programming it is controlled by the
students. 4. It serves to give home nutrition instantly. 5. The share of students in programming
multi-choice questions are given. 6. This programming based on student’s potential errors that
emphasizes teaching materials. 7. Incorrect response, the student is given the opportunity to
correct it. He then reaches to the next step until he could not answer his first major post. 8. Each
frame has to make it very clear and big. 9. The agency plays an important role in the
development of student’s reasoning power. 10. The student - centered agency The agency is
based on traditional tutorial method. Notes 12. This initiative remains equal interest in learning
the subject. 13. These mistakes could not impede the learning process because it assumes that the
initiatives it has learned from the mistakes and the mistakes to fi x the system is organized. 14.
By initiatives such materials, books and teaching - machines both are useful. 15. The
differentiation potential of initiative, creativity and problem - solution is helpful in the
development of qualifications.

Mathetics Programming

Introduction

Thomas. F Gilbert is credited with developing mathetics programming. Mathetics of the Greek
word ‘Mathyn’ derives from the word meaning–learn “Mathetics is defi ned as a systematic
application of reinforcement theory to the analysis and construction of complex repertoires
which represent the mastery in subject matter”

Characteristics of Mathetics and Related Work-System

(1) Like other instructional format Mathetics programming teaching-learning is derived from a
detailed analysis of the material. (2) The unit frame rather than the practice or learning diffi
culties. (3) Practice or to fi nd a solution to this problem provides students Reinforcement. (4)
The descending chain theory is used

UNIT-III: MODELS OF TEACHING

30
MODELS OF TEACHING

Introduction There was a time when learning theories were give importance in the fi eld of
education. Gradually on the basis of experience and research, it was discovered that learning
theories are unable to solve the problems of teaching. So, academics and psychologists are trying
to understand the nature of teaching by using technical theories. As a result, teaching theories are
developing. In this area, names of Cronback, Gagne etc. are remarkable.

Meaning, Definition and Characteristics of Teaching Models

No teaching theories is developed yet in this fi eld of education which is perfect and is placed in
the category of universal theory. Models of Teaching are such efforts or arrangements which are
leading us towards Teaching Theory. Some people also call them imperfect teaching theories. In
fact, these models provide raw material and scientifi c basis for the development learning theory.
Model- Coombs and Associates have written while defi ning model— “Model is an abstraction
of the world ... a model of the world which is tested by comparing its consequences to the
observed data”.

According to HC Wyld—“To confi rm in behavior, action and to direct one’s to action according
to some particular design or idea is called model.”

According to Bhatnagar and Bhatnagar (1977), “The process given according to a design in order
to achieve a behavior of Teaching or learning or teaching-learning theories is called a model.”
Models of Teaching—“Teaching Model is the fi rst step towards the development of teaching
theories. They provide scientifi c basis to teaching theories. These are postulates which are used
by teachers to make his teaching effective.”

According to Hyman—“The model is a way to talk and think about instruction in which certain
facts be organized, classifi ed and interpreted.”

B. R. Joyce called teaching model as Instructional design, “Teaching models are just
instructional designs. They describe the process of specifying and producing particular
environmental situations which cause the student to interact in such a way that specifi c change
occurs in his behavior.”

31
According to Joyce and Weil—“Teaching model is a comprehensive theoretical portion about
teaching learning and describing goals of learning, curriculum, setting and procedure. These are
the different approaches to teaching and different kinds of strategy for teaching and learning.”

According to Bhatnagar (1973)—“Teaching model may be considered as a combination of

learning goals, environmental manipulations and other processes.”

Characteristics of Models of Teaching

The following characteristics of the above parameters on the basis of model of teaching can be—

1. Model of teaching highlight the various methods to create appropriate educational

environment.

2. Models of teaching arrange learning experiences on the basis of their beliefs.

3. Models of teaching directs the interactions between students and teachers.

4. Model of teaching act as guides for teachers – how to teach, which course material and
instruction materials should be chosen for which class, how to improve the chapter, which
educational policy, law or tips should be used and how to evaluate students’ achievement.

5. Models of teaching remain striving to improve the teaching process completely.

6. There are certain fundamental basis of every model of teaching.

7. These provide desired experience for both teachers and students.

8. Models of teaching improves the students’ interest. 9. Generally, models of teaching are based
on the personal opinions of teachers, philosophy, ideology and values. 10. Each model is infl
uenced by some kind of philosophy. 11. Each model uses certain educational formulas. 12.
Models of teaching focus on social needs and assist in the development of human abilities. 13.
These are based on the philosophical theories and psychological rules. 14. Models develop by
consistent practice, experience, practice and experiments. 15. Teaching Model is called as the
practical side of teaching process which develops the teacher’s personality. 16. Models of
teaching give full assistance in developing teaching as an art. 17. Model of teaching is a

32
framework to build educational environment and activities. 18. Models of teaching play a key
role in determining specifi c instructional objectives for the specifi c teaching and learning
methods. 19. These are striving toward the qualitative advancement in teacher’s personality. 20.
These are created on the basis of teaching-learning principles. 21. Models of teaching are able to
answer certain basic questions. 22. It is a systematic form of facts through which changes can be
brought in student’s behavior. 23. Models of teaching specifi cally describes such environmental
conditions in which the students’ responses are observed.

Elements of Teaching Models

Every teaching model consists of four basic elements—

(1) Focus—Every teaching model must have a fi xed objective, which is called as the focus of
that model. These focuses are infl uenced by the teaching objectives and goals and keeps striving
for the development of these skills and abilities.

(2) Syntax—Syntax refers to those points of teaching models which generate actions according
goals or objectives determined in the various educational phases. In other words, syntax of
teaching models shows that how teaching actions, strategies, techniques and interactions should
be sorted to achieve the desired objectives. It is related to the presentation of course material. “It
involves a description or structure of teaching activities during different phases of teaching.”
“The syntax refers to the structure of phasing of the model i.e. kinds of activities one will like to
organize at well defi ne stages of the whole teaching programme.”

(3) Social System—Each model has its own social system, which tells us how to organize
actions and interactions between students and teachers in which students have controlled
behavior. Further, desired change can be brought to them. Social System tells about the
techniques which give us motivation. Each model assumes that each class is a society and there
should be certain social system to control and improve that society due to which education
systems keep going smoothly.

(4) The Support System—According to a Scholar—“The support system is the most important
summary variable that operates and determines the success of teaching.” Evaluation system is the
fourth important element model of teaching.

33
It tell us – to what extent we have received the teaching goals and to what extent the students’
behavior can be changed. Thus, the system tells the story of the success or failure of teaching
method. In other words, the process of improving and modifying teaching by investigating its
usefulness is called as the support system

Assumptions of Teaching Models

The following are the key assumptions of teaching model:

1. Teaching model is a strong instrument to create the appropriate learning environment

effectively.

2. Teaching model provides a real and practical framework for learning experiences.

3. Every model uses several teaching strategies, methods and techniques for a successful
teaching.

Bruner’s Concept Attainment Model

Introduction
JS Bruner and his colleagues developed the concept attainment model. Teachers provide
accurate
information about the nature of content to students by using this model. This model is effectively
used in the the clarifi cation and interpretation of new concept. “A concept is a symbol that
stands for
a class of group of objects or events that possess common properties. Concepts greatly simplify
our
thinking processes. They make free us from having to level and categorize each new object or
event we encounter.”
The objective of this model is to enhance the student’s ability of inductive reasoning and to
improve
the students’ concept. Dr Anand (1966) writes by expressing his ideas about the origin of
concepts in

34
human, “Bruner and his colleagues has the perception that the human lives in an atmosphere, that
has so many variations and complexions that human can not understand it without classifi cation.
Therefore every human tries to understand the objects founded in the his environment and
classifi es
objects. As a result of the classifi cation of objects,concepts are developed in them. These
concepts
evolve naturally, yet training is necessary for the development of the right concept.
Main Elements of Concept Attainment Model
The description of main elements of concept attainment model are being given below—
(1) Focus—The main objective of this model is to develop students’ inductive reasoning. Its
basis is
psychology. Under this, students get the knowledge of various concepts on the basis of thinking
ability
by dividing various events, persons and goods, etc. into different sections.
Bruner and his colleagues have outlined the following four objectives of this model—
(a) To provide students the knowledge about the nature of concepts so they can gain the effi
ciency to
categorize the ojects on the basis of their qualities and their characteristics.
(b) To make students able so that right concepts can be developed in them.
(c) To develop specifi c concepts in students.
(d) To develop strategies related to thinking in students.
(2) Syntax—In syntax, skills are developed in four steps. These are—
(a) Collection of data—Data related to some event or person is presented in front of students.
With
the help of these data, students restricts various types of qualities to the concepts for developing
different concepts.
(b) Strategy Analysis—At this stage, students analyze the information obtained. Mostly these
are based
on analysis or ‘normal to specifi c’ formula.
(c) Presentation—In this step, student analyzes different types of concepts on the basis of his
age and
35
experience and prepares a report in writing.
(d) Training—This step includes the use and practice of learned concept, their explanation and
the
origin of concepts on the basis of unorganized information.
(3) Social System—Teacher motivates the students and guides them in analysis and origin of
concepts.
Teacher has an important role in this model because he puts the data in front of students, creates
plan
and guides students. The main objective of teacher is help students in the origin of concepts.
(4) Evaluation System—In the evaluation of this model essay type and objective exams are used
and
information is provided by them through evaluation, correction and modifi cation.
In this model, students have to obtain the prior concepts, not to discover new concepts.
Evaluation
system is very useful for understanding of concepts
Characteristics of Concept Attainment Model
(1) This model is more productive when concepts are tried to learn and understand on the basis
of
examples.
(2) This model can not be used to improve generalization, to provide the knowledge of facts, to
answer
why, and to specify reason.
(3) This model is more useful for learning languages.
(4) It tries to make understand the fundamental principles of maths and science in a simple and
easy
way.
(5) This model is more productive in all subjects in which there are more chances of concept
formation.
Using this model is founded successful for all subjects. This model has proved useful at all
stages. While

36
using it for little children, easy concepts and their simple illustrations should be used. This model
is not
used for providing innovation information, it will be better to use information process of other
models.
This model is used for teaching all subjects but it utility is more founded in the fi eld of learning
language,
for obtaining concepts in a language and in the fi eld of langauge science.
Bruner’s Concept Attainment Model
Teaching Model
Concept Attainment Model
Originator
J. Bruner
Objectives
Inductive Reasoning
To improve language learning skills and understanding
Syntax
1. Teaching strategies are important in teaching
2. Four steps are included-
(i) Presentation of data
(ii) Formation of concept matrix
(iii) Creation of written report for analysis of concepts
(iv) Practice for concepts (by students)
Social System
1. More motivation and help by teacher in the beginning
2. Analysis of concept by students themselves in the end
Evaluation
1. Objective exam and
2. Evaluation through essay type exam
Summary
• JS Bruner and his colleagues developed the concept attainment model. Teachers provide
accurate
37
information about the nature of content to students by using this model.
• The objective of this model is to enhance the student’s ability of inductive reasoning and to
improve
the students’ concept.
• Bruner and his colleagues has the perception that the human lives in an atmosphere, that has so
many variations and complexions that human can not understand it without classifi cation.
• Data related to some event or person is presented in front of students. With the help of these
data,
students restricts various types of qualities to the concepts for developing different concepts.
• This model has proved useful at all stages. While using it for little children, easy concepts and
their
simple illustrations should be used.

Review Questions
1. What ideas were presented by Dr Anand in respect of origin of concepts in human?
2. Describe the main elements of Concepts Attainment Model.
3. Descibe the characteristics of Concepts Attainment Model.
4. Who developed Concepts Attainment Model? Why is it used?

INQUIRY TRAINING;

Richard Suchman’s Inquiry Training Model

Introduction
Richard Suchman is the originator of this model. This model develops the child’s humanity and
mental capabilities due to which children can be trained for powerful discoveries in the direction
of
science and nature. This model is based on the scientifi c method and scientifi c concept which
give
training for scholarly inquiry or investigation. The students are provided full freedom of inquiry;
they

38
are encouraged to ask questions in a disciplined manner. Students discover new dimensions from
this type of inquiry. This model was developed in 1966. The initiator of this model Richard
Suchman
believes that children are curious by nature and for the satisfaction of curiosity they experience
joy
while inquiring. Inquiry Process develops the investigation skills of the children.
20.1 Main Factors of Inquiry Training Model
(1) Focus—The main goal of this model is to develop cognitive skills of the students. Students
logically
explain the suffi xes through inquiry method. Its use helps students to generate scientifi c
approach.
Inquiry training helps to explain the problematic events. According to Suchman, “The goal of
Inquiry
Training Model is to develop effi ciency and skills in students for the analysis of statics and
inventions,
so they can make their own interpretation of events and to search for them and the correlation of
the
various elements in order to fi nd the truth”
(2) Structure—There are fi ve stages of the structure of this model:
(a) Presentation of Problem—In this, students select the problem of teacher’s instruction.
(b) Problem Related Experimentation—For half an hour, to get the problem related
information,
students ask such questions to which teacher answers either yes or no. This student’s inquiry
continues until they reach the clarifi cation of problem/event. The teacher tells students not to ask
the solution of causes and problem of the event directly. He also instructs students at a time, as
you can ask as many questions and during inquiry, you can also consult your fellow students or
can discuss.
(c) Attempt to Solve Students’ and Teachers’ Problems—In this, after exploring and direct
testing,
students compiles the suffi xes to get familiar with new elements and examines cause-effect
relationship based on them.
39
(d) Organization of Information—The information is organized while collecting facts. Teacher
evaluates
the result of collected facts and explains them.
(e) Analysis of Inquiry Process—The students are asked to analyse the inquiry process. They
also
decided that all required information is received or not. Teacher evaluates and reviews the
complete
process and attempts to reach conclusions about the appropriate decision.
(3) Social System—Teacher provides leadership in this model. Students are encouraged to
inquire and
get the opportunity to test conclusions. In this model, both teacher and student roles are
important.
There is open atmosphere of cooperation between teachers and students.
(4) Evaluation System—In this model, experimental test are especially used for evaluation. It
shows
how and to what extent, student works effectively through problem solving.

Characteristics of Evaluation System

1. It is more helpful in scientifi c studies.
2. It creates a tendency in students to ask questions.
3. It develops scientifi c aptitude in students.
4. A clear and practical knowledge is provided to students through this model.
5. It develops the curiosity of students.
6. This model is used in every academic circumstance.

Review Questions
1. Who is the originator of Inquiry Training Model? What are the advantages of this model?
2. Explain the major elements of Inquiry Training Model.
3. Write the characteristics of Evaluation System.

40
INDUCTIVE THINKING MODEL.

Taba’s Inductive Thinking Model

Introduction
Hilda Taba is the originator of Taba’s Inductive Thinking Model.

An Inductive Model of Teaching

Hilda Taba is the originator of this model. It has been developed for teacher education due to
which pupil teacher can analyze the problems of learning and can solve them on the basis of
diagnosis.
(i) Focus—Its main objective is the development of mental processes and the realization of
theories.
(ii) Syntax—In this model, situations are created for the development of mental processes which
develops and realize the suffi xes. The use of rules, suffi xes and views are taken into
consideration. In teaching matrix, actions are presented in such a order that the suffi xes are
possible to be understand.
The sequence of teaching process presents its syntax. Group discussion is not allowed in this
process.
Information and facts as presented in a complex form. Certain steps are followed in this syntax.
The order of these steps is-
(a) A list of teaching actions is prepared in the fi rst step.
(b) Teaching actions are divided into sections in the second step.
(c) Teaching actions are explained in the third step.
(d) The directions and relations of teaching actions are determined in the fourth step.
(e) The direction of the relationship of these actions is interpreted in the fi fth step.
(f) These are concluded on the basis of explanation in the sixth step.
(g) The concepts of the results are rendered in the seventh step.
(h) Concepts are explained and facts and data are presented to them in the eight step.
Confi rmation and generalizaiton of concept is done in the last step.

41
(iii) Social System—In this model, classroom environment provides more opportunities for
students’ activities. Teacher begins his activities with students’ activities. The sequence of
teaching is predetermined.
Teacher controls the behavior and actions of students. There is a spirit of collaboration in
the classroom. At each step the teacher acts as a director. Teacher uses the question for the
development
of cognitive side. Teacher prepares students for the new experiences. Such experience is
provided which can develop cognitive side.

(iv) Support System—For this model, Taba gives importance to such teaching format which
can be used
for knowledge of social subjects. The emphasize is give to realization of facts, data and
information. Therefore, the objective test are included in the evaluation. Written exams are not
helpful in this.

(v) Application—‘Taba’ considered it more useful for the development of thinking abilities. It is
included for the development of mental activities. Its priority is to develop utility-thinking
abilities. This model
is used to make students realize information, facts and data. This model is considered as more
useful model for teaching social subjects. It is also include in the teaching of science couse
material.
Structure
(a) The structure consists of three major steps—
1. Identifi cation of problem
2. Compilation of information
3. Selection of teaching skills
(b) Structure presents the sequence of teaching actions –
1. To prepare a list of teaching activities
2. To divide them into sections
3. To explain them
4. To determine their direction and relationship
42
5. To fi nd conclusions based on these directions
6. To fi nd conclusions based on explanation
7. Rendering of Hypothesis
8. Their interpretation and data presentation
9. To generalize and confi rm hypothesis.
Social Method
1. Students remain active.
2. Teacher controls the classroom behavior.
3. There is mutual cooperation between student and teacher.

UNIT-IV: TEACHING AS COMMUNICATION

Communication: Concept, Types, principles and barriers in communication

Communication is the backbone of education. Education and Learning cannot imagine without
communication. Communication is an English word. It is developed from a Latin word
“communis”. Communis means—to share. Therefore it can be said, “Communication is that
process in which people try to exchange views to each other through general awareness”
Communication refers to the mutual exchange of information and ideas. Education and learning
is not possible without the exchange of information and ideas

Communication is a process of conveying ideas, exchanging, conveying your points to others

and listening to others, facts, attitudes, emotions and exchanging information and knowledge.

According to Anderson, “Communication is a dynamic process in which a person infl uences

the equipment and resources in terms of consciousness, unconsciousness and signs of cognitive
structure of others such as gestures etc.”

Ligens defi nes communication, “Communication is that process in which two or more person
mutually exchange ideas, facts, feelings etc. in such a way that everyone understands it. Sender
and receiver coordinate by means of messages.”

43
According to Lugis and Vegal—“Communication is that process which changes the ideas,
opinions and attitudes of people by using information, instructions and decision under the social
system.”

According to Edgar Dale—“Communication is the sharing of ideas and feelings in a mood of

mutuality.” Three simple but important defi nition of communication are being given below— 1.
Communication is the process by which an idea is transferred from a source to a receiver with
the intention of changing his behaviour. 2. It is a mutual exchange of facts, thought or
perceptions leading to a common understanding of all parties. It does not necessarily imply
agreement. 3. Communication is the transfer of information from the sender to the receiver with
the information being understood by the receiver.

Nature and Characteristics of Communication

On the basis of above defi nition, nature and characteristics of communication can be discussed
in the following manner—

1. Communication is a process of establishing a mutual relationship. 2. Special attention is given

to discussion and exchanging ideas. 3. It is a two way process i.e. it has two phases. First is
sender and the other is receiver of messages. 4. Communication process is an objective process.
5. Communication includes psycho-social phases such as thoughts, sensations, feelings and
emotions. 6. Effective communication is fundamental element of good learning. 7.
Communication process includes perception. If the person receiving the message, cannot
reference the context of the message correctly, then correct communication is not possible
Communication and information are different. Information has quality of facts, formality and
impersonality such as book is information, program entertained in TV are information. But
communication is not possible without reading book or switching on the TV. Information is
objective while communication plays an important role in the individual reference. 9. In
communication, people usually manifest only those things/ideas, they wish according to
situations, their individual needs, values, inspirations etc. 10. Communication maintains human
and social environment. 11. Communication has four main tasks (a) Exchanging information. (b)
Promoting messages, instructions or orders. (c) Creating mutual faith. (d) Establishing
44
coordination. 12. Communication must have mutual interaction. 13. In Communication, ideas are
exchanged in verbal, written or symbolic form. 14. Communication process is dynamic process

Process of Communication

Communication is social process which establishes human relationships, strengthens them and
develops them. Communication process is bounded in social structure in such way that it is not
possible to imagine a social life without communication.

Communication process is being displayed as a simple model—

Source of communication or medium Encoding Medium of message Feedback Decoding

Receiver Process of Communication (Model-1) According to this model, the person who sends
message is initiator of message. He encodes the message and sends it through some media such
radio, telephone, letter, speech etc. The message is decoded at the place where it was sent and
forwarded to the receiver. Receiver gives the feedback (if necessary). Communication process is
being explained by another model—

In the above model, the person who convey message (such as teacher) is the initiator of message.
In effective teaching, teachers and students strive together to communicate. According to
Herbart— “The main purpose of teaching to convey ideas, facts and information to students”.
The teacher, who effectively communicates with them, is more successful teacher. Many
communication technologies are used in the fi eld of teaching and training to provide knowledge
concerning complex rules, procedures, and practices and teaching array composition (policies) to
students and pupil teacher.

Elements of Communication

1. Communication Context— (a) Physical context (such as school, classroom etc) (b) Social
context (such as classroom or college environment) (c) Psychology context (such as formality)
(d) Timing Context (such date and time)

2. Source—A source is a person, teacher or action that provides verbal or non-verbal clues.
When source is a person, it is termed as sender. Communication process starts from source
which decides the contents of the message, encodes and transmits them. Sender prepares the
message carefully in order to make it effective and transmits it through appropriate channel.
45
3. Message—Message is a stimulus which is forwarded by the sender. Message can have many
forms such as verbal, written, lip sing or body language of person. Message can be forwarded in
the form of posters, charts, pamphlets or information package.

4. Channel—Channel refers to a medium through which message transmits from sender to

receiver. Channels are the senses of perception can be visual, auditory, touch, taste or smell.
Communication channel is that path in which message transmits in physical form. For example,
cables, radio, studio, newspaper, magazines, books, letters.

5. Symbol—A symbol is something that stands for something else. These symbols can be verbal
or non-verbal. Word is also a symbol.

6. Encoding—Encoding is a process of using symbols to express ideas or feelings, ciphering a

message.

7. Decoding—Decoding is a process by which the receiver deciphers the symbols, transmitted by

the source.

8. Feedback—It is a acknowledgement, which the receiver sends to sender after getting message.
For example—notifi cation of message received, presenting views after reading message etc.

9. Receiver—receiver is a person who gets the message in the communication process. For
example— audience, student, readers etc.

Types of Communication

1. Verbal communication—Language is always used in verbal communication. This

communication is Notes used for mutual exchange of ideas and feelings by words or symbols in
case of written communication and by speech in case of oral communication. Verbal
communication is further divided into type of communications—(a) Oral communication
(b)Written communication. (a) Oral communication—In oral communication, ideas and
information are mutually exchanged by speech. Sender and receiver are in front of each other in
this method. Oral communication is expressed through gossip, explanation, discussions, group
discussion and story etc. (b) Written communication—In written communication, presence of
sender and receiver is not necessary. In this communication, sender expresses his messages in
written or symbolic manner in such a way that receiver tries to understand them by
46
understanding them. For the acceptability of written message, the language should be simple,
easy, clear and understandable such that receiver can get it without any diffi culty. Message is
displayed by means of appropriate format, words and small sets.

2. Non-verbal communication—Language is not used in Non-verbal communication. It consists

of communications like speech, eye-contact, facial posture and touch etc. (a) Vocal
communication—In speech communication, feeling and thoughts are expressed vocally in small
groups either personally or face-to-face. For examples, continuously saying yes, ya, yeah while
discussing, whistling, smiling, speaking too loudly, screaming, laughing etc. (b) Eye-contact and
face making—Eye contact and face making are important in private communication. In the
classroom, teachers succeed to judge the student’s mood correctly by eye contact. Student’s
Face-making plays an important role for expressing emotional things. Happiness, fear, anger,
grief and surprise can easily expressed by face-making. It is very helpful for deaf and dump
people. (c) Touch—Touch is main medium of touch communication. A person is able to express
its thoughts and feeling through touch. By shaking hand, we can understand whether it is a hand
of friendship or enemy. Whether it is a hand of love or just a show off. Mere touch of a mother to
her child is saying a lot. The plaudits of praise, a kiss of love, are an important way to express
many feelings, emotions and ideas. Touch is a blessing of blind students.

E-LEARNING

Electronic Learning is also called as E-learning. It is also called as Computer Oriented Learning.
E-learning is used in many ways. It is more related to Advanced Learning Technology.
Technology and learning methods are included in E-learning. Computer network and multi-way
technology is used in it. Since 2006, thousands of students participated the online learning in
higher education institutions. It was started in Britain. E-learning is called as online learning.
Today, online learning is organized in many higher education institutions. Online learning
services are provided to individual students. It is found in research studies that generally, all
students are satisfi ed with E-learning. E-learning is more effective as compared to traditional
learning system. This learning system is mostly used in private institutions because this system is
comparatively economical. Trained persons are selected in online learning. Assistance of trained

47
persons is also required for computer online and internet services. Today, online education is
developing more rapidly. Even arrangements of online instruction are organized for research
studies. Research students are managed by developed research institutions and open universities.
Communication media are being related to the communities. The basic learning of community
learning provides model. Some necessary activities are required to be edited which is organized
in the class. The level of class teaching can be developed by using technology. In current
circumstances, many activities and resources are required in class for learning.

Meaning of E-Learning

E-Learning is a new concept of Education. In this Internet technology is used for the presentation
and communication of learning contents. With the help of this technology, an appropriate
environment for teachers and students can originated for learning. E-learning improves a lifelong
process. It provides learning facilities to the society and community.

Meaning of E-learning is— 1. E-learning is a new concept of education which is different from
traditional learning. It provides a new arrangement for learning. 2. The main characteristic of E-
learning is that the presentation and communication of learning contents is done through Internet
system. We can say that – what is E-learning or what it is not? 3. The learning environment is
expanded by using internet in E-learning. The learning environment of teachers and students is
expanded by using Internet. This environment is student-centred while learning environment is
teacher-centred in traditional education. 4. E-learning - the new concept of education, prepares
environment for lifelong education. It provides opportunities to society for actual learning. E-
learning is a wide concept. The type of learning is edited by computer and Internet. The
communication of this learning is provided to everyone at any place through network. E-learning
is not an alternative system of education but is a system of new education which provides
opportunities of education or learning to all. It is an economical system of higher education. E-
learning is a more wide and important education system. Mastery of learning contents is
developed through this. Its effectiveness is similar to that of traditional education. Instructional
format of E-learning is complete because teaching principle are used in it for many years. It has
been used in distance education, adult education, continuing education and vocational education
in many countries of the world. Some other words are related to E-learning. These are included

48
in E-learning. (i) Online learning (ii) Online education (iii) Distance education (iv) Technology
based training

Defi nitions of E-learning

There are many defi nition of E-learning, some of them explained here— E-learning is used in
including effective teaching and learning processes due to which regional communities and
geographical communities get the opportunity to learn.

According to Tom Kelly and Cisco—“E-learning is about information, communication,

education and training. Regardless of how trainers categorize training and education, the learner
only wants the skills and knowledge to do a better job or to answer the next question from a
customer.” —Tom Kelly, Cisco

According to Brandon Hall—“Instruction that is delivered electronically, in part or wholly via

a Web browser, (...) through the Internet or an Intranet, or through multimedia platforms such
CD-ROM or DVD.” —Brandon Hall Brandon Hall argues that, as the technology improves, e-
learning has been identifi ed primarily with using the web, or an intranet’s web. Increasingly—as
higher bandwidth has become more accessible—it has been identifi ed primarily with using the
Web, or an intranet’s web, forcing the visual environment and interactive nature of the web on
the learning environment.

According to Learning Circuits—“E-learning covers a wide set of applications and processes

such as web-based learning, computer-based learning, virtual classrooms and digital
collaboration. It includes the delivery of content via the Internet, Intranet/extranet, audio and
videotape, satellite broadcast, interactive TV and CD-ROM.” —Learning Circuits

According to Rosenberg—“E-learning is used in internet system. Contents are delivered

through internet technology, which improves the knowledge and the achievements of student get
improved.” Rosenberg has given three criteria of e-learning— 1. E-learning consists of network.
There is collaboration of information and storage of information. 2. Certifi ed techniques of
internet are used for communication in E-learning. 3. Transmission is the goal of e-learning. The
solutions of this learning is more meaningful and effective than traditional systems. “E-learning

49
provides the potential to provide the right information to the right people at the right times and
places using the right medium.”

Characteristics of E-learning

“Good teaching is good teaching, no matter how it is done.” Expansion of Internet also infl
uenced our educational system. E-Learning is a result of it. In fact, online education has played
an important role for providing education by reducing the distance. In such cases, Virtual Class
is used in place of traditional class. Many universities of India has the facilities of online
education. Indira Gandhi National Open University and Sikkim Manipal University are the
leading universities. The characteristics of e-learning are displayed as under—

1. You can do any course from any university in the country or foreign through E-learning while
sitting at home. For this, registration process is done online. Now, even exams are taken online.
2. Various techniques are used in online education system such as E-mail, video conferencing,
blogs bulletin boards, discuss boards etc. 3. You can improve you skills through online courses
when employed due to which becomes easy to update yourself. You can read study material
whenever you want. Study material is always available on Internet. 4. This system is more useful
for economically weak and remote students. It is very useful to learn through this. 5. Now a days,
you can do practical work through virtual lab while sitting at your home. The craze of virtual lab
has increased very much. 6. In online education, course content can made interesting and
effective with the use of graphics, animation and multimedia. 7. Various course from certifi cate
to degree are available online.

Objective of E-Learning

Computer is used in education through E-learning. Blended media are used in it. Computer based
process are normally used in the class teaching. Students are directed by the general format of
lessons of E-learning and are communicated with the help information and scientifi c media.
Content can be communicated with through E-learning. Every skill can’t be developed through
information based contents. Procedural skills are developed through conclusion based contents.
It improves computer learning. Following objectives can be obtained through E-learning— 1.

50
Communication of content through E-learning 2. To provide educational facilities to local
communities and geographical communities through E-learning. 3. To provide opportunities for
open learning through E-learning 4. Everyone gets equal opportunity to learn through E-learning
5. To promote mixed media through e-learning 6. To facilitate educational process in open
university through E-learning 7. To develop and promote online education through E-learning 8.
To improve the rapidness of researches through online education 9. To make higher education
more economical through E-learning 10. To develop mega learning techniques through its use

Media Used in E-Learning

E-learning is used in the entire world with the help of web or CD ROM. It is similar to distance
learning. Media are used in it. Communication is made with the help of media. Following media
are used in it – 1. Print Media—Contents, books and E-gins are used in it. 2. Video Media—
Visual tape, Cable, Visual fl ow, Satellite publishing, television etc. are used in it. 3.
Communication Media—This is divided into two categories (a) Asynchronous Media—It
includes E-mail, listening, discussion etc. (b) Synchronous Media—It includes Internet, virtual
seminar and tele-conferencing. These media are explained in other chapters.

Technologies of E-learning

E-learning is also called as Blended learning. Various type of media are used in it. Technologies
used in it are as follows— 1. Web Based Instructional Material 2. Multimedia, CD ROM 3.
Website 4. E-mail and Mobile learning 5. Internet Text 6. Learning managed software 7.
Simulation 8. Computer aided assissment 9. Virtual Classroom 10. Games Blended methods are
used in most E-learning. Communication is done through network. Learning technology and
educational technology are widely used in terms of learning. It is used as extended format rather
than computer based training. Computer assisted Instruction was used in 1980. It is more wider
than online education. Generally online education is considered as web based learning. Basically,
E-learning is similar to distance learning. E-learning is also called as fl exible learning. This
learning is also attached to the face to face learning. The word, blended learning is used for this.
It is used as a specifi c management learning environment. The trend of using management
learning environment in higher education has been increasing. This environment is included in
51
the management notifi cation which originates management learning environment. Every phase
of the course is communicated through this. In modern time, open universities has been
developing very rapidly. E-learning has a great contribution in controlling open universities and
open schools. E-learning is also called as educational website. It is also used in other sectors.

Advantages of E-Learning

]There are many advantages of E-learning. Some of them are described below— 1. Convenience
and Portability (i) To reach course according to programme (ii) Attendance is not necessary in
online learning (iii) Learning is done by self-pacing (iv) No boundation of time limit (v) No limit
of time. (vi) Learning can be done online or by any means 2. Cost and Section (i) Courses are
selected from wide areas (ii) There are degree, certifi cates and vocational programmes. (iii)
Continuing education is organized. (iv) Instruction are available for individual course. (v) This
approach is more wide and economical. (vi) Can visit universities for higher education. (vii)
There is online education facility for artistic disciplines and scientifi c topics. It is mostly used in
distance education. 3. Flexibility (i) Options are included in online learning, optional subjected
are selected. (ii) Instruction is selected for self study. (iii) The known subjects can be omitted.
(iv) Can use best tools for learning according to our needs which makes learning simple. 4.
Higher Retention For online learning, course can be selected according to interest. Different
course are communicated online with different methods which improves the perspective

M-LEARNING

M-learning or mobile learning is "learning across multiple contexts, through social and content
interactions, using personal electronic devices." A form of distance education, m-learners
use mobile device educational technology at their time convenience.

M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones
and tablets. M-learning focuses on the mobility of the learner, interacting with portable
technologies. Using mobile tools for creating learning aids and materials becomes an important
part of informal learning.

52
M-learning is convenient in that it is accessible from virtually anywhere. Sharing is almost
instantaneous among everyone using the same content, which leads to the reception of instant
feedback and tips. This highly active process has proven to increase exam scores from the fiftieth
to the seventieth percentile, and cut the dropout rate in technical fields by 22 percent.M-learning
also brings strong portability by replacing books and notes with small devices, filled with
tailored learning contents.

Some of the possibilities offered by this methodology, according to Fombona, Pascual-Sevillana

and González-Videgaray, are a greater and different access to information, along with
transcendent innovations, such as the increase of informal and playful activities, iconic virtual,
membership of specific groups, and networks of friendly interaction within new scales of values.

OPEN EDUCATIONAL RESOURCES

Open educational resources (OER) are freely accessible, openly licensed text, media, and other
digital assets that are useful for teaching, learning, and assessing as well as for research purposes.
There is no universal usage of open file formats in OER.

The development and promotion of open educational resources is often motivated by a desire to
provide an alternate or enhanced educational paradigm.

The idea of open educational resources (OER) has numerous working definitions.The term was
firstly coined at UNESCO's 2002 Forum on Open Courseware and designates "teaching, learning
and research materials in any medium, digital or otherwise, that reside in the public domain or
have been released under an open license that permits no-cost access, use, adaptation and
redistribution by others with no or limited restrictions. Open licensing is built within the existing
framework of intellectual property rights as defined by relevant international conventions and
respects the authorship of the work". Often cited is the William and Flora Hewlett
Foundation term which defines OER as:

teaching, learning, and research resources that reside in the public domain or have been released
under an intellectual property license that permits their free use and re-purposing by others. Open
educational resources include full courses, course materials, modules, textbooks, streaming

53
videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.

The Organization for Economic Co-operation and Development (OECD) defines OER as:
"digitised materials offered freely and openly for educators, students, and self-learners to use and
reuse for teaching, learning, and research. OER includes learning content, software tools to
develop, use, and distribute content, and implementation resources such as open licences". (This
is the definition cited by Wikipedia's sister project, Wikiversity.) By way of comparison,
the Common wealth of Learning "has adopted the widest definition of Open Educational
Resources (OER) as 'materials offered freely and openly to use and adapt for teaching, learning,
development and research'". The WikiEducator project suggests that OER refers "to educational
resources (lesson plans, quizzes, syllabi, instructional modules, simulations, etc.) that are freely
available for use, reuse, adaptation, and sharing'.

The above definitions expose some of the tensions that exist with OER:

• Nature of the resource: Several of the definitions above limit the definition of OER to
digital resources, while others consider that any educational resource can be included in the
definition.
• Source of the resource: While some of the definitions require a resource to be produced
with an explicit educational aim in mind, others broaden this to include any resource which
may potentially be used for learning
• Level of openness: Most definitions require that a resource be placed in the public
domain. Others require for use to be granted merely for educational purposes, or exclude
commercial uses.

These definitions also have common elements, namely they all:

• cover use and reuse, repurposing, and modification of the resources;

• include free use for educational purposes by teachers and learners
• encompass all types of digital media.

Given the diversity of users, creators and sponsors of open educational resources, it is not
surprising to find a variety of use cases and requirements. For this reason, it may be as helpful to
54
consider the differences between descriptions of open educational resources as it is to consider
the descriptions themselves. One of several tensions in reaching a consensus description of OER
(as found in the above definitions) is whether there should be explicit emphasis placed on
specific technologies. For example, a video can be openly licensed and freely used without being
a streaming video. A book can be openly licensed and freely used without being
an electronic document. This technologically driven tension is deeply bound up with the
discourse of open-source licensing. For more, see Licensing and Types of OER later in this
article.

There is also a tension between entities which find value in quantifying usage of OER and those
which see such metrics as themselves being irrelevant to free and open resources. Those
requiring metrics associated with OER are often those with economic investment in the
technologies needed to access or provide electronic OER, those with economic interests
potentially threatened by OER, or those requiring justification for the costs of implementing and
maintaining the infrastructure or access to the freely available OER. While a semantic distinction
can be made delineating the technologies used to access and host learning content from the
content itself, these technologies are generally accepted as part of the collective of open
educational resources.

Since OER are intended to be available for a variety of educational purposes, most organizations
using OER neither award degrees nor provide academic or administrative support to students
seeking college credits towards a diploma from a degree granting accredited institution.In open
education, there is an emerging effort by some accredited institutions to offer free certifications,
or achievement badges, to document and acknowledge the accomplishments of participants.

In order for educational resources to be OER, they must have an open license. Many educational
resources made available on the Internet are geared to allowing online access to digitised
educational content, but the materials themselves are restrictively licensed. Thus, they are not
OER. Often, this is not intentional. Most educators are not familiar with copyright law in their
own jurisdictions, never mind internationally.

ROLE OF SOCIAL MEDIA IN TEACHING

55
 Social networking is a powerful tool for teachers that can be used either for personal or
professional means. On a personal front, social networking lets you mix with people from all
over the world. It helps maintain relationships easily. Now, instead of having to call someone
and force a conversation of a decent length, one can simply comment of others’ photographs and
status messages or just drop them a message online. This aids communication, especially with
friends and family who stay in another country or another continent even.
On the professional front, social networking acts as an informal resume. Potential clients and
employers can ‘check you out’ on these networks and browse through your educational
qualifications and experience. Some business networking websites lets you upload a portfolio to
your profile and even get reviews from others on that network with whom you have previously
worked.
Social networking is as important for teachers as it is for others. While, social media is a handy
tool in the classroom, it can be as beneficial outside the classroom. There are a number of ways
that one can take advantage of networking.
▪ Sharing ideas
Social networks allow teachers to share idea with each other. Comparing notes on classroom
teaching techniques and learning styles can help you enhance the learning experience in your
classroom. One can also share lesson plans and visual aid ideas.
▪ Partnership with other schools
Social networking allows teachers to connect with teachers in other school. These partnerships
are useful as they keep you abreast of changes in curriculum and content in others states and
maybe even other countries.
▪ Getting information
Teachers can also use social networking to connect with teachers and other persons from another
country. This can help them get accurate information on other countries and not just use content
from the internet that is often outdated. For example, you can now plan a virtual field trip, as
discussed on our website earlier, with ease and accuracy. If you are planning a virtual trip to
another country, you could get in touch with people from that country and understand their
lifestyle, food habits and culture. You could also have them live via webcam during the virtual
field trip and let them answer questions that the students may have.
▪ Professional development
56
 Social networks help you know of seminar, conferences and other development workshops in
your area or online. Touching base with individuals from those entities would help them connect
with you and keep you in the loop.
▪ The value of contacts
While this is often not talked about, contacts are key to professional development. The world
today revolves on who you know. Establishing relationships with others in different school can
help you enhance your career. Getting a job is generally a lot easier if someone knows you and
recommends you. Social networking for teachers, or business networking as it is often called,
can be used to build contacts with teachers from others school and help keep your options open.

57