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    (PART-C) Cet-Unit V Principles of Education &teaching and Learning Process

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    Ellen Angel
    This document provides information on principles of education and teaching and learning processes. It begins with defining the general and specific objectives of understanding principles of teaching and learning. It then defines learning and discusses the nature, characteristics, and theories of learning. It also defines teaching and discusses the nature, principles, and maxims of teaching. It describes how to formulate educational objectives and classifications of objectives. Finally, it explains Bloom's taxonomy of educational objectives, which categorizes objectives into cognitive, affective, and psychomotor domains.

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    (PART-C) Cet-Unit V Principles of Education &teaching and Learning Process

    Uploaded by

    Ellen Angel
    935 views40 pages
    This document provides information on principles of education and teaching and learning processes. It begins with defining the general and specific objectives of understanding principles of teaching and learning. It then defines learning and discusses the nature, characteristics, and theories of learning. It also defines teaching and discusses the nature, principles, and maxims of teaching. It describes how to formulate educational objectives and classifications of objectives. Finally, it explains Bloom's taxonomy of educational objectives, which categorizes objectives into cognitive, affective, and psychomotor domains.

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    This document provides information on principles of education and teaching and learning processes. It begins with defining the general and specific objectives of understanding principles of teaching and learning. It then defines learning and discusses the nature, characteristics, and theories of learning. It also defines teaching and discusses the nature, principles, and maxims of teaching. It describes how to formulate educational objectives and classifications of objectives. Finally, it explains Bloom's taxonomy of educational objectives, which categorizes objectives into cognitive, affective, and psychomotor domains.

    Copyright:

    © All Rights Reserved
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    Download as pptx, pdf, or txt
    935 views40 pages

    (PART-C) Cet-Unit V Principles of Education &teaching and Learning Process

    Uploaded by

    Ellen Angel
    This document provides information on principles of education and teaching and learning processes. It begins with defining the general and specific objectives of understanding principles of teaching and learning. It then defines learning and discusses the nature, characteristics, and theories of learning. It also defines teaching and discusses the nature, principles, and maxims of teaching. It describes how to formulate educational objectives and classifications of objectives. Finally, it explains Bloom's taxonomy of educational objectives, which categorizes objectives into cognitive, affective, and psychomotor domains.

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    of 40

    (PART-C)

    CET- UNIT V
    PRINCIPLES OF EDUCATION &TEACHING AND
    LEARNING PROCESS
    • Education:meaning,,aims,functions and principles,
    philosophy
     Nature and characteristics of learning,
     Principles and maxims of teaching,
     Formulating objectives; general and specific
    • Lesson planning
    • Classroom management
    GENERAL OBJECTIVE

    • At the end of the class the student will acquire knowledge


    regarding principles of teaching and learning and apply this
    knowledge for the fulfillment of the profession.
    SPECIFIC OBJECTIVES

    At the end of the class the students will be able to


     define learning
     explain nature of learning
     enlist nature of learning
     explain characteristics of learning.
     explain nature of teaching
     enumerate principles of teaching
     explain maxims of teaching
     describe formulation of educational objectives
    DEFINITION OF LEARNING

    • Any activity can be called learning so far as it develops the individual &
    makes his/her behavior & experiences different from what that would
    otherwise have been. -Woodworth R. S.
    • Learning is a process that result in the modification of behavior. -J. F.
    Travers
    NATURE OF LEARNING

     Behaviorist view: Learning is a change in behavior as a result of


    experience. Men & other living being react to the environment.
     Gestalt view: According to this, learning depends on gestalt or
    configuration (wholeness of the situation). Learning is a total reaction to
    the total situation.
     Hormic view: This view was developed by McDougall. It stresses on the
    purposeful nature of learning, i.e. learning is a goral-directed activity.
     Trail & error view: This view was put forward by Thorndike. He
    conducted many experiments on dogs, cats & fish & concluded that most
    learning takes place by trial & error.
     Learning is cooperative process:
    Elements of cooperative learning
    • Group processing
    • Individual & group accountability
    • Promote face to-face interaction
    • Positive interdependence
    • Learning social skills
    CHARACTERISTICS OF LEARNING

    • It is unitary
    • It is individual
    • It is purposive
    • It is creative
    • It modifies the behavior of individual
    • It helps in the organization of experiences
    • It helps to make choices in life
    • It helps to bring changes in life
    • It helps in continuous professional development
    • •It tunes with the trends & development in particular fields
    MEANING OF TEACHING

     Teaching is a form of interpersonal influence aimed at


    changing the behavior potential of another person.
    -American Educational Research Association Commission

     Teaching is stimulation, guidance, direction &


    encouragement of learning. -Burton
    NATURE OF TEACHING

    • Teaching is a tripolar process


    • Teaching is an interactive process
    • Teaching takes place at multiple levels
    • Teaching must be planned
    • Teaching needs effective reciprocal communication
    • Teaching is the motivation to learn
    • Teaching is guidance
    • Teaching is a professional activity
    • Teaching is an art as well as science
    • Teaching helps attain information, knowledge & skills
    PRINCIPLES OF TEACHING

    *Teaching principles help teachers develop an insight regarding their


    strength & weakness & provide information pertaining to teaching.
    The principles of teaching are discussed under two subheadings:
    • General principles of teaching
    • Psychological principles of teaching
    PRINCIPLES OF TEACHING

    GENERAL PRINCIPLES

    1. Define aim
    2. Activity (learning by doing )
    3. Principle of correlation
    4. Principles of planning
    5. Principles of flexibility & elasticity
    6.Principle of utilizing past experiences
    7.Principle of pupil centeredness
    8.Principle of individual differences
    9.Principles of effective strategies & instructional material
    10.Principles of conducive environment & proper control
    11.Principle of diagnostic & remedial teaching
    12.Principle of suggestiveness
    13.Principle of progressiveness
    14.Principles of democracy
    15.Principles of liberating the mind
    PSYCHOLOGICAL PRINCIPLES
    1. Motivation or interest
    2. Cooperation
    3. Creativity & recreation
    4. Principle of sympathy & kindness
    5. Principle of repetition & exercise
    6. Principle of readiness
    7.Principle of change & rest
    8.Principle of providing training to senses
    9.Principle of feedback & reinforcement
    10.Principle of group dynamics
    11.Principle of creativity & self-expression
    12.Principle of encouraging self-learning
    MAXIMS OF TEACHING

    • Simple to complex
    • Easy to difficult
    • Known to unknown
    • Part to whole
    • Whole to part
    • Concrete to abstract
    • Particular to general
    • Analysis to synthesis
    • Empirical to rational
    • Psychological to logical
    • Actual to representative
    • Induction to deduction
    • General to specific
    • Specific to general
    • Definite to indefinite
    • Overview to details
    • Follow nature
    FORMULATION OF EDUCATIONAL
    OBJECTIVES
    DEFINITION

    Educational objectives are the results sought by the learner at the


    educational program that is what the student should be able to do at the
    end of a learning period that they could not be beforehand.
    - J.J Guilbert
    CHARACTERISTICS

    The well-stated objective should be SMART & FOCUSED


     Specific
     Measurable
     Attainable
     Realistic
     Time bound
     Feasible
     Observable
     Centered on student
     Unequivocal
     Sequentially appropriate
     Ever relevant
     Developmentally appropriate
    TYPES OF EDUCATIONAL OBJECTIVES

    According to level of educational objectives


    • General/instructional objectives
    • Intermediate objectives
    • Instructional objectives or specific objectives
    According to taxonomy of educational objectives
    • Cognitive domain objective
    • Affective domain objectives
    • Psychomotor domain objectives
    THE BLOOM’s TAXONOMY OF THE
    EDUCATIONAL OBJECTIVES
     The taxonomy for the educational objectives points out that they are
    concerned with intended behavior or the behavior to be learned by
    students rather than the actual behavior learned from an educational
    objective.
     In other words, taxonomy means ‘a set of classification & domains
    simply means category.
     Bloom’s taxonomy divides educational objectives into three domains:
    cognitive, affective & psychomotor.
    COGNITIVE DOMAIN
    The aspects of the cognitive domain resolve around, comprehension &
    critical thinking on a particular topic.
     This domain focuses on thinking skills.
     Traditional education tends to emphasize on skills in this domain,
    particular the lower-order objectives.
     These are six levels in the cognitive domain, moving from the lowest
    order processes to the highest.
    1.Knowledge- remembering of previously learned material.
    Action Verb
    •Count •Define •Describe •Draw •Identify •Labels •List •Match •Outlines
    •Point out •Read •Recognize •Record •Repeat •Selects •State •Write
    2.Comprehension- ability to grasp the meaning of material
    Action Verb
    • •Associate •Compute •Convert •Defend •Discuss •Distinguish •Estimate
    •Explain •Extend •Extrapolate •Generalize •Give examples •Infer
    •Paraphrase •Predict •Rewrite •Summarize
    3.Application-ability to use learned material in new situation
    Action Verbs
    •Apply •Calculate •Change •Classify •Complete •Compute •Demonstrate
    •Discover •Divide •Examine •Graph •Manipulate •Modify •Operate
    •Prepare •Produce •Show •Solve •Translate
    4.Analysis-ability to breakdown material into its component parts.
    Action Verbs
    •Analyze •Arange •Breakdown •Combine •Design •Detect •Develop
    •Diagram •Differentiate •Discriminate •Illustrate •Infer •Outline •Relate
    •Select •Separate •Subdivide
    5.Synthesis- ability to put parts together to form a new whole.
    Action Verbs
    •Categorize •Combine •Compile •Compose •Create •Drive •Design •Devise
    •Explain •Generate •Integrate •Modify •Order •Organize •Plan •Prescribe
    •Revise •summarize
    6.Evaluation- is concerned with the ability to judge the value of material.
    Action Verbs
    • Appraise Assess •Compare •Conclude •Contrast •Citizen •Critique
    •Determine •Grade •Interpret •Judge •Justify •Measure •Rank •Rate
    •Support •Test
    AFFECTIVE DOMAIN
    The aspects in the affective domain describe the way people react
    emotionally & their ability to feel another living thing’s pain or joy.
     Affective objectives typically target the awareness & growth in
    attitudes, emotion, motivation & feelings.
     There are five levels in the affective domain, moving from the lowest
    order processes to the highest.
    1.Receiving – awareness, willingness to hear, attention
    Action Verbs
    •Accept •Acknowledge •Attend •Follow •Listen •Meet •Observe •Receive
    2.Responding- active participation, attends and reacts
    Action Verbs
    • •Agree •Allow •Answer •Ask •Assist •Choose •Communicate •Comply
    •Confront •Cooperate •Demonstrate •Describe •Discuss •Display
    •Exhibit •Follow •Give •Help •Identify •Offer

    •
    3.Valuing- worth or value the person attaches to a particular object ,
    phenomenon or behavior
    Action Verbs
    •Adopt •Aid • care •Complete •Contribute •Delay •Encourage •Evaluate
    •Guide •Interact •Join •Justify •Maintain •Monitor •Praise •Present
    •Propose •Share •Study •Suggest
    4.Organizing-organises values into priorities by contrasting different values
    Action Verbs
    Anticipate •Collaborate •Consider •Consult •Coordinate•Design •Direct
    •Establish •Facilitate •Follow •Though •Investigate •Judge •Manage
    •Modify •Organize •Plan •Submit •Test •Vary
    5.Characterization by value- has a value system that controls behavior
    Action Verbs
    • Act •Administer •Advance •Advocate •Challenge •Change •Commit
    •Counsel •Criticize •Debate •Defend •Disagree •Enhance •Influence
    •Motivate •Negotiate •Object •Praise •Reject •Seek
    PSYCHOMOTOR DOMAIN
    • The psychomotor domain describes about obtaining the skills or abilities
    to carry out physical tasks such as the skills of a nurse in catheterizing a
    patient or operating a mechanical ventilator.
    • Psychomotor educational objectives usually focus on the expected
    changes in skills of an individual.
    • There are seven levels in psychomotor domain
    1.Perception-awareness,ability to use sensory cues to guide motor activity.
    • Action Verb
    • Absorb •Add •Adsorb •Adjust •Apply •Assemble •Balance •Build
    •Calculate •Change •Choose •Classify •Collect •Combine •Connect
    •Construct •control
    2.Set- readiness to act,three sets are mental, physical and emotional set.
    Action Verb
    Confirm •Connect •Correct •Count •Create •Cut •Decant •Demonstrate
    •Describe •Design •Differentiate •Dispose •Drain •Draw •Dry •Estimate
    •Examine •Operate •Expel
    3.Guided response- early stage in learning a complex skill through
    imitation and trial and error.
    Action Verb
    •Identify •Illustrate •Inject •Input •Insert •Investigate •Isolate •Label
    •Locate •Maintain •Make
    4.Mechanism-(basic proficiency)intermediate stage in learning complex
    skill.
    Action Verb
    • •Manipulate •Mark •Measure •Mix •Mount •Pack •Palpate •Participate
    •Perform •Place •Position •Prepare •Press •Process •Produce
    •Standardize •Start •
    5.Complex overt response(Expert) -skillful performance of motor acts
    indicated by quick,accurate and highly coordinated performance
    Action Verb
    • Retest •Rinse •Roll •Rotate •Save •Score •Screen •Select •Sensitize
    •Separate •Set •Shake •Stop •Stopper •Store •Suspend •Take
    6.Adaptation- skills are well developed and modify movement patterns to
    fit special requirements.
    • Action Verb
    • Revises •reorganizes •Trim •Touch •Transfer •Turn •varies •Use •Utilize
    7.Organization-creating new movement patterns to fit a particular situation
    or specific problem. Learning outcomes emphasize creativity.
    Action Verbs
    •Anticipate •Collaborate •Consider •Consult •Coordinate•Design •Direct
    •Establish •Facilitate •Follow •Arrange•Investigate •Judge •Manage
    •Modify •Organize •Plan
    ASSIGNMENT
    • Write answers for the following questions
    • 15marks
    1.a)Define teaching(2m) b)Explain characteristics of educational objectives
    (3m) c)Explaim Bloom’s taxonomy of educational objectives.(10m)
    5 marks
    1.Enumerate nature of teaching.
    2.Enlist principles of teaching
    3.Explain maxims of teaching
    4.Explain characteristics of learning

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