UNIT

NATURE OF LEARNING
1:0 Introduction
Though learning is universal and applicable to all
living organisms, man because of superior
learning
behaviour is able to control his
environment and all
other organisms in it. Speaking, jacquiring the fine
motor abilities, owning culture and
practising different
arts and crafts are unique to human
beings only.
Forming concepts using symbols and using language
in thinking have enhanced human
learning to a higher
level. The learning ability of
each individual depends
on his level of
[Link] is constantly
taking place in all aspects of human life

In this unit, the Meaning and definition of learning,

Nature of learning, Elements of learning, Individual
differences found in learning, Rote learning and
meaningful learning, Meaning and definition of 'Active
learning', Principles and techniques of active learning
Meaning and definition of 'Self learning, are to be
discussed.

1:1 Meaning of 'Learning'

Learning is what one gets through acquiring
knowledge, habits, attitudes and practical skills either
through study, self experiences or being taught.

Learning is modification of one's behaviour

through practice, training and experiences.)
 Learning and Teaching
2 Nature of Learning

to one's
(Learning is adaptation of behaviour 6. Learning is defined by Stephen B. Klein as a
environment. relatively permanent change in behaviour that results
what one gains as from experience.
Putting in brief, learning is
skills either
knowledge, habits, attitudes and practical 1:3 Important Elements of Learning
by others.
through reading, self experience or teaching If we analyze
the definitions given to learning, we
1:2 Definitions of Learning can find three important elements in it.
for learning. Some
Many definitions are advanced i) Learning results in behaviour modification i.e. only
beloW:
of the important ones among them are given those which result in behaviour modification can be
1. Angela Single defines learning "as acquiring any called as learning.

Skill that enriches your life. It doesn't have to be i) Such behaviour modification is caused by the training
taught out of a book or by a teacher, rather you may and the experiences which the organism gets through
acquire it through your own exploration, through sharing its efforts. So, behaviour modifications caused by
or by instruction from any, not necessarily a "teacher." instincts, and maturation do not fall under learning.
2. Learning is a relatively permanent change in an ii) Only if the behaviour modification is permanent at
individual's behaviour and attitude, over a time, least to a small extent, it can be called as learning.
based upon training and experiences. This view So fatigue, disease or medicine induced short term
is agreed upon by many psychologists. behaviour modifications cannot be accepted as

3. Learning is the acquisition of new responses to learning.

various stimuli. Summing up, the important elements which find
place in learning are
4. Kristi Mcgrath defines learning as "accumulation
of our experiences and the consequential growth and a) Process: The process of acquiring knowledge, skills
and attitudes through effort.
new understanding of the world around us".
5. According to Thomas Correll"Learning is a life-long b) Effect: Producing behaviour modification and
process of gaining and using information c Nature of effect: The behaviour modification due to
to us. The ability to learn
presented
is endless, as learning lasts at least to some extent.
desire is present.
long as the
Learning successful only when
is
the information
gained is used and understood."
 Learning and Teaching
Nature of Learning
erroneously
5
writers have
Note: Some Indian
elements Ol
learning. All the above statements have
m e n t i o n e d as been made due to
the under
Stated
between two or lack of understanding of the differences between the
interaction
to face factors that influence and elements of
1.
. Learning is face because learning
may
learning and
persons. (It is wrong hence are unacceptable].
more experience)
through personal
place
also takes
also incorrect as 14 Nature of Learning
(This
individual responsibility
22. It is
take the
responsibility for The following the
important characteristics of
are
family and other agencies
learning:
students to learn.)
making
to take place i) Learning is universal. All living beings learn.
collaborative skills.(For learning
3.
3 It is ii) Learning is continuous; it is a perpetual activity that
collaborative action is not a must)
takes place from 'womb to tomb.
cannot be said group
(lt
4. It is group processing i) Learning results in improved performance
processing is a must)
iv) Learning is purposive. A child's learning in and out
5 Learners' ability of school is closely linked up with its goals, purposes
These are factors that and satisfactions. Nobody learns anything without
6. Learners' aptitude
influence learning a purpose.
7. Learners' interest
and not the elements v Learning is multiple and integrative. For purposes
8. Learners' family and of learning of research, psychologists often try to distinguish
cultural background different kinds of learning such as verbal learning
perceptual learning, motor learning, conceptual
9. Atitudes
learning, problem-solving and emotional learning; but
10. Learner (Learning denotes the activity of the learner. these distinctions, though useful, are artificial. For
So the learner cannot be an element of learning) example, a girl who learns shorthand does not learn
a motor skill only. She also learns many arbitrary
11. Teacher(t cannot be sad that learning will take place
relationships between short visual symbols and how
only through the teacher) to make and apply the symbols (verbal, motor and
12. Learning climate (This is only a factor that influences associative learning). At the same time, she certainly
learning; not an element of it.) learns some attitudes about shorthand, the
commercial world and herself (emotional learning)
vi) Learning is contingent upon experience.
 ature ofLLearning
t is to be 7
something to be given;
Learning' is not dge or
knowled or 7. Use of audio-visual aids during instruction
A person's
gained by self-experience.
that person's
experience. in attracting and retaining the attention ofhelps
the
learning is the result of
learner, thereby making
Factors Influencing Learning learning quite interesting.
1:5 8. Learning becomes easier if the tield of
factors have
been
found to exert
suits one's aptitude. learning
he following
influence in one's learning 9 Guidance received from proper
states that a
driving force sources
1. Motivation : McConnell
learn. Psychologists
significantly enhances one's learning. Though
individual to
is necessary for
an learning is basically an individual affair yet,
motives are largely
out that guidance received from an able teacher enhances
like Gates point behaviour as well as
one's normal the feeling of security and
responsible for conclude that self-confidence in the
Thus we may
changes noticed in them. pupil which paves the way for superior learning.
factor in one's learning.
motivation is a major 10. If pupils take up
learning with positive attitudes
needs stimulate an individual then learning becomes
Needs: Environmental interesting. On the other
2 amount of learning also
to learn. As needs multiply, hand, if one approaches a task with
negative
increases. attitudes then he acts without any interest and
learn. Maturation dedication.
3. Maturation. is important for one to
readiness in
provides the necessary learning 11. Distributed practice enhances the effectiveness
individuals. of learning.

4. Feedback received while learning helps to 12. Learning based on

perception, makes the lesson
accelerate and consolidate one's learning. or the task much easier.
Perceptual learning refers
to understanding the relations between the
5. The level of intelligence of a person, determines
different elements in the learning task which leads
his learning method, rate of learning, nature and
to meaningful learning.
amount of the material learned.
6.
13. Ability to correlate the present learning with one's
Attention is a pre-requisite for learning. A warm,
pleasant atmosphere is highly helpful in learning. past knowledge, leads to meaningful learning.
Getting success initially as one starts learning 14. Rewards and punishments play significant roles
induces further learning. in learning.

LAT 3
 Learning and Teaching
Nature of Learning 9
potentials
learners,
of
Summing up. (i) nature
(il) learning
5.) Learning is an intelligent act: Just by repeatedly
ability
needs and learning of teacher practising an activity, one cannot achieve proficiency
abilities
and
environments (ii) qualities in that activity. On
of learning
(V) oppor. understanding the components
methods in the activity and the relations
who teaches (iv) for learning among them (i.e. after
available
tunities and facilities getting an insight into the activity) if the activity is
motivation, all these
affect "learning practised, level of performance will increase.
(vi)
of Learning 6 Learning is active participation: Only by the active
1:6 Basic Principles
with physical
1. Learning is a form of Growth:Along participation of the student in the process of learning.
and experience getcombined learning could become effective. That is why
growth, when training
takes place. educationists give importance to 'learning by doing
physical development
one's environment:
Without self-motivation and involvement, true
2. Learning is adjustment to
learning cannot take place. Progressive educational
Behaviourists define learning as expressing suitable
methods like 'Heuristic Method, Project Method'
stimulus. So, the purpose of
response to a given Laboratory Method', Basic Education' etc. advocate
environment (i.e.
one self to the
learning is to adapt learning with self participation.
having a wel adjusted behaviour).
is
7. Learning is both individual and social. It is true
3. Learning is organizing experiences: Learning that learning is a self motivated activity of an
new information or
not getting more and more
individual. But it is also a fact that learning takes
experiences. On the other hand, it
is the integra-
place in social environment. It cannot be denied that
tion of the new experiences received with the
social agencies such as family, peer group, school
experiences already present which results in the
movies and places of worship have a tremendous
elimination of the unwánted ones to produce an
infiluence in bringing changes in behaviour of the child.
accumulation of refined experiences i.e. the
knowledge and skills acquired through learning get 8 Learning cannot be forced: Learning is an activity
refined. undertaken by a person willingly. Just by compelling
4, a person to learn, learning will not take place. So,
Learning is purposeful: Only if the child finds what only after preparing a child properly, to learn a
t learns in and outside the
school satisfies its goals particular lesson or skill, the subject contents should
and desires, then
only learning will be effective. No be presented. On the other hand, teaching a lesson
one learns
anything without a purpose. when the child has no interest in it, will be of no use.
 Learning and Teaching

10 for m e
lor Nature of Learning
emphasizes
need
the n
the eed
motivation in 11
principle

This
provide additional help to the slow learners and make
learning. when the learner
only wh
place them understand the content of the lesson.
takes
is not:
environment [Link]
9.
Learning

his an 1:7 Implications of Principles of Learning

with It takes place
interacts

happens
in vacuum. only
v a c u u m . I t t

activity
which e n
Ifv
e
the
i
learnino
learning
r o n
nviron-
m e n t .
i)Meaningful learning is effective and fruitful than rote
learning will b learning. It makes learning easier and leads to further
in a
particular

rich and
healthy,
the learning
be co
effective
ve
ment is environment
should be conducive learning.
leaning
ie. the ii) Meaningful learning enhances learners' involvement
to learning. and participation.
changes
the behavio.
in the behaviou
learning bring inin the s aa change
10. True experience
makes change ii) Those learned meaningfully lasts longer in the minds
Every of the learner.
learner. t [Link] in
students.

cognitive
structure of the
behaviour too. Stated briefly,
briefly, the goal iv) The ability to read and understand any given matter
the learner's
modinication 1.e. improvina leads to self-learning.
is behaviour
of learning
the behaviour. V) Everyone interacts with his environment according
It is human nature to
co
see to his abilities and skills. The learning style of every
is whole:
11. Learning
Instead of looking at things ac individual is different. That is, there are individual
anything in its totality.
differences in learning. Teachers should bear this in
separate, if weintegrate them, it becomes
mind and organize his teaching accordingly. To
meaningful. According to the Gestalt Theory
students who prefer learning by hearing (auditory
learning is nothing but organizing
our perceptions in
learners), activities such as interview, debate
a meaningful way.
discussion and lectures will be very effective. For
12. Learning depends upon gaining insight: At first, visual learners. diagrams, cartoons, charts. films
we may not understand the components of a task computer graphics and other visual aids wil! be very
and the relationship existing among them, but all of effective. Those who learn through touch (tactile
a sudden, as a flash may understand them. This
we learners) such as the visually handicapped will prefer
is called geting models and embossed letters and pictures. Analytical
insight. This learning by insight
depends upon an individual's previous learners will show interest in learning sequentially
experiences,
inteligence, the way the problem was presented matter. Global learners will show great
eforts undertaken etc. presented and interest in computer instructional programmes, well
So, the teacher should
 Learning and Teaching

Nature of Learning 13
12
narrated
in story form
m
lessons

documented
books,
meaning will enrich what have been taught by adding
and the like.
rotelearnino their imagination and present them in a novel way.
about g
briefly
discuss
learning versus
ing While rote learning is a passive activity, in
Now let u s active
and
meaningful
learning,
meaningful learning, the learners function actively
versus etc.
self-learning
get fully involved.
learning,
passive
and Meaningful
Meaningful
and Meaningful
Rote
Learning [Link] Rote Learning
1:8 Learning - A Comparison:
Learning
of the learned
reproduction
The table given below illustrates the differences
is
Rote learning
is not interes ted in
The
learner
between rote learning and meaningful learning.
material verbatim. learned by him is correct
the material
Rote Meaningful
checking
whether
meaningful learning, S.
hand in Learning
the other m a t t e r they Learning
i n c o r r e c t . On i n t e r n a l i z e the No.
or
and place
takes
|A process thatinvolvement
understand
learners the matter which there is
the
do not try
to r e p r o d u c e 1. A process in with the full
So they it in their own of the
learn.
such but try
to express no full involvement of the learner.
learned as the meaningful learner
the output of
In other words, will be
language.
than the input they
received.
What is taught, will be |Whatever is taught
more learners
will be much expressed by the
Hearner repeated verbatim
depending on the individual
learners function fuly their own
The rote have the in
learn meaningfully
teacher, But those who
they try to
style. that takes
independently a s
ability to
function
learn. Rote 3. It is a process
that takes It is a process
and analyze anything they participa- with
the full participation
place without the
understand
those
to parasites and i.e. it is a of
learners.
learners could be compared Parasites tion of the learners
to lush green plants. non-participatory process.
who [Link]
and trees taught are
ofgiving fruits while plants What were
are incapable the capacity Matter learned
will be recalled
expressed back
in
flourish, having 4. being
'.grow independently and as fragmented pieces.
t o hea fruits. letter and spirit.
learning
Those who learn byrote mernory will express only
in
decreases. | Interest
who 5. Interestin learning more and more.

few particular responses. On the other hand those increases

learn meaningfully will display newer responses too.
Rote learners will repeat like parrots what they had
been [Link] the other hand, those who learn with
 o a n i n g An Ten0ng

14 Naure of Lesrning 15
Rote
Meaninglul
Learning
Learning Folder & Brent (2009) deline active learning as
No L0aitng incto
Learning Incroases the "anything 6ourse related that all students in a class
students tully
6 Learning
of
teacher
Independont functionin s06sion Are called upon to do other than simply
upon the of the loarner
depends
watching., listening and taking notes"
of l o a r .
output of learning wil
The output
learning
will be | The In brief, Active Learning includes two aspects
The output of always De Uqual or more 1) students doing somg learning activities, i) thinking
less than the
input than theinput. about the things they are doing

Active Learning [Link] Meaning of 'Active Learning

1:9
Learning' was fi. Thelearning process in which students get directly
The concept
of 'Active first
If the process of learnin. involved and learn by experience, is called 'Active
introduced by
R.W. Revans. ing
but also involves the ers learning' i.e. students involving themselves in
invoives not only hearing
problem. meaningtul learning activities and thinking about
in activities like reading, writing, discussing. m
WIll be known they are doing find place in 'Active learning
such a process as
solving etc., then
of passive learnina Helping for Active learning' involves making
Active Learning'. This is opposite
sit silently and receive the students to think and find solutions to problems using
in which students
teacher. The process of real-life and imaginary situations. The teacher should
information provided by the
Active Learning' includes three domains of learning efficiently make use of the following opportunities
which facilitate active learning.
viz. knowledge, skills and attitudes.
[Link] Definition of 'Active Learning' 1. Spontaneous play
2. Planned, purposeful play
Active learning is "anything that involves students 3. Exploring and investigating
in doing things and thinking about the things they are 4. Events and life experiences
doing" (Bonwell & Eison, 1991). 5. Focused Learning and teaching
According to Weltman 'Active Learning is a Stated in briet, if the learning activities of the
method of learning in which students are actively or students involve not only seeing and listening, but also
experientially involved in the learning discussion, field trip, projects, collaborative learning
are different process. There
levels of active learning by doing etc., then it will become active
learning, depending on
student-involvement'. learning.
 Learning and Teaching
rfY
Nature ofLearning 17
16

also
known by many
alternativo
'e 2.L0a
Active learning is Technology based nYsituations. The sequence of problems from easy to
learning,
such as Play way method' hard is also important while giving assignments to
names
and 'Project
learning, Group
learning'
students. Students should move to harder problems
Learning
of Active only after being able to solve the easy ones. On the
Principles
1:10 important
principles of other hand, if students are required to solve difficult
are the five itself, then that will affect
The following problems at the beginning
Active Learning.
construction of
their learning
active
the
Learning
involves
the process, 3 Some things that are learned are specific to a
1. Learning is
learner. whereas other
meaning by the new information. particular domain or context
receiving a to other
things are more readily transferred
learner on
in which the that he already
of information
examines it in the light
the already
domains too. This principle stresses the importance
meaningful. If
possess
makes it
and
the of developing in students the skill of transferring
cotradicting situation to
existing
information is completely the learning experience gained in one
the already existing
information received, then another situation.
new and thus
from the mind
information is removed
Individuals are likely to learn more when they
In briet, learning 4.
conceptualization. learn
forming a new learn with others than when they
the construction
of cognitive
in are independent
is that which helps alone. Though many teachers who
structure. learners do not agree with this principle,
findings of
of
to do something are research indicate the power
inter-disciplinary
2 Learning facts and learning
two different activities.
This explains why students learning together.
can know a set of facts
and still be unable to apply facilitated by articulating
5. Meaningful learning is
those facts to solve a problem. If students are to explanations, whether to
one's self, peers, or
must have the key concepts of a
successfully use knowledge, they teachers. Practising to speak
opportunities to practise that and obtain feedback. A style helps to learn
subject in its own language
i.e. orally repeating or
variety of other instructional techniques follow from learning them effectively other
this principle. For acquiring the ability to solve lesson and similar
writing concepts in a them quite
problems, the learner need to know more than activities help in understanding
whether a particular solution is right or wrong i.e. it
clearly.
is also necessary to know that the solution of the
problem or answer is
applicable to what of
type
 Learning a n d Teaching

18
Nature of Learning 19
mentioned
five importan,
above
to the auxilia.
tasks with
In addition
learning,
the following y Complex: students compare learning
principles
for active educators.
complexities existing in real life and making reflective
several
listed by
concepts
are
encouran. analysis
student-faculty
contacts
ge
1. Frequent involvement
inlearning vi) Situation-driven: Selecting the learning tasks
motivation
and
students'
others and learnin
learnino according to needs of the particular situation.
of
cooperation
22. Getting the
i.e.
collaborative learnino
ng vil) Engaged: If real life tasks are reflected in the
with them activities conducted for learning, then students
together
promotes meaningfullearning involvement in learning will increase.
facilitates meaningtul
learning.
3.
3. Getting
feedback
1:12 Techniques of Active Learning
in
exhibit learning proficiency the
When students
teacher by providina
Following are the techniques suggested for Active
activities, the
classroom learning learning
improve their
feedback for them, can
appropriate
have
what they 1. Think Pair Share: students ponder the answer to a
If students could understand
learning. can fully question and then share their thoughts with a
have learned, they
learned and what not they
enrich it. neighbour.
concentrate in their learning and
of Active 2. Role Playing: students look at the topic from the
1:11 Nature or Characteristics
perspective of a character, wh0 will affect and be
Learning affected by a chosen topic. For example, every student
seven as
Barnes(1989) suggested the following could imagine himself/herself being affected by a
the characteristics of active learning: particular event such as earth quake, Tsunami, poluted
environment like a filthy lake and prepare the dialogue
i) Purposive: relevance of the task to facilitate
accordingly and [Link] this way students can
students' meaningful learning.
be made to understand the issues of Earth Science
i) Reflective: students' retflection on the meaning of and their impact on human life. Similarly from the
what is learned.
view points of affected persons too, students can be
ii) Negotiated: students and their teachers made to express their ideas regarding man's
the goals and methods of
negotiate
activities which affect the world around us.
learning.
iv) Critical: students 3. Using the Jigsaw puzzle: Carving out small pieces
critically analyze the different ways
and means of from a card board, and then joining them appro-
learning the content.
 Loarning and Teaching

Nature of Learning
20 21
making use o
oft
a Jigsaw
puzzle. By
priately is called made to
be
know the affecting the regular flow of the class. These exercises
can
students
this technique, For example
Jigsau. which encourage learning, help the instructor know
events.
or
components
of a thing make students kn w how far the students have understood the subject content
use of to
can be made s surtace (plate and retain them in their memory. Several such active
puzzle Earin
under the
the various layers learning exercises are briefly explained hereunder
tectonics). be asked to review
w [Link] Technique of 'One Minute' Paper
student could
Review: Each b
4. Peer materials prepared
This technique enables the teacher to understand
the learning
written, models an
comment on
and
essays how far the students have understood the classroom
such as
their c l a s s m a t e s , etc. teaching and test their learning standards. After the
aids developed
other learning end of the classroom teaching, every student is asked
should place correctly
Discussion:
The teacher to take out a blank sheet of paper. An important
5. before his students for
framed questions
discussion in the class question (may be open ended or closed) related to
promoting a successful the day's lesson may be raised and ask the students
should promote higher order
Such questions giving one or two minutes of time to think over and
thinking/probing questions. then answer it within a page. For example:
real data: The important
6. Problem-solving using i) What is the central idea of the lesson you have been
is to use a variety of data
aspect of this technique taught today?
explore answer for scientific questions.
to
i) What are the five important components of scientific
Game Based Learning: In this technique,
students attitude?
7.
are pitted against through some
each other either What is an exothermic chemical reâction?
ii)
competitive learning exercises or seeking solution
for computer simulations. As this seems to be a iv) What is meant by 'Self-learning'?
game, students will involve themselves in learning By going through the answers given by the
with enthusiasm. students, teacher can assess how far they have
understood the content of the lesson.
1:13 Implications of Facilitating Active
Learning [Link] Making to Report Affective Response
As the This is similar to 'One minute' paper technique
techniques of active
learning are adopted
at individual level, they their
be But in this type, students will be asked to report
can
implemented without
 23
what tho.
instead of
answering
they
reactions
could be used
in is to be taught in the next class and their
emotional

the
class.
This
preparedness
have learned in science
classes and not in may be assessed at the beginning of the class through
social
and a few word answer questions. Moreover,
one
anguage
mathematics
and
science.
by asking
subjects like same sorts of questions on several
reading quizzes
students may be guided as to what to look for, when
Examples Wordsworth in thee reading an assigned text (i.e. guiding to spot the
by
thefeeling expressed
i)Describe
i) essentials when reading a text).
sonnet 'Daffodil".

you read the massacre at

at [Link] Clarification Pauses
reactions after
State your
ii) This is a technique to promote 'active learning'.
Jalianwala Bagh.
While teaching, especially after explaining a difficult
[Link] Daily Assignment concept or defining a concept, the teacher provide a
minute' paper and 'Reporting little long pause to find out whether students need any
This is also like One
to students
Affective Response" but more time is given further clarifications. During such pauses, the teacher
answer the questions. could go round the classroom and look at students
deeply and then
to think over
impleiment this technique notes and provide clarifications for the doubts raised
For example, the teacher
can
class time or give as a by individual students. This technique facilitates
by allottingten minutes in the
drawback in this is the students who are shy of expressing their doubts in the
home assignment. But the only
about students open classroom, to get their doubts clarified when the
teacher cannot get immediate feedback
may ask
the teacher teacher moves around the classroom during the pause.
progress. But in this technique
more complex questions and ask students to answer. [Link] Socratic Method
(E.g.) Point out any two research findings showing Socrates, the great Greek philosopher used this
the importance of heredity in personality development. question-answer method. This method could be used
in classrooms, by asking questions to test the
[Link] Reading Quiz
knowledge of students (of reading assignments
This may be treated as
for
assignment to students
an lectures, applications of some subject-content already
compulsory reading of an assigned content area learned etc.) during the course of the lecture. The
in the subject. We
have already seen that active teacher would try to elicit the expected answer by
learning depends upon students asking question to a particular student. If he could not
the class. They coming prepared for
may be asked to read the answer the question correctly, it will be passed on to
lesson that
LAT 4
 L e a r n i n g a n d l e a c h i n g

Nature of Learning 25
24 will
c o n

tinue till the

t i n u .

procesS

This
the teacher is
teacher is elicited
will explain in detail the answer for that
next
s t u d e n t .

by
the
himself
the expected

correct
answer
S t u d e n tS u m m a r y
question. Using this technique, active participation of
all students in the teaching-learning process leading
dent answers hth
s t u d e n t
ansu

[Link] a meaningful learning could be ensured.

method,
after

student
be Dasked
will be to
In this another
soc [Link] Finger Signal
teacher's
question,

given.
Generally
st,9 ng.
the
answer

question, other stude

other In this technique, the teacher will pose multiple
s u m m a r i z e

change this
ati
attitude choice questions with four possible answers and every
answering

is
when a
student
listen it. To
to for each
attentive

c l a s s to participate
participate
in all student has to indicate the correct answer
very in the
a r e not
everyone
method is more ful s
question by raising the hand with appropriate number
make
and to this
activities,
some students to
students of fingers. [E.g.) Is carbon present in all organic
classroom

the asking
in this
method,

a student maken
s it compounds? For this question, answers will be provided
That is. given by as: 1) Yes 2) No 3) Sometimes 4) Most of the times.
listen, obsa
answer

summarize
the attentively serve
to
for all
students To indicate 'Yes' as the answer, students have to raise
activities.
their hands with one finger up: for indicating 'No as
necessary
classroom

in the
and take part
Method the answer, raise the hand with two fingers up etc.]
Fish Bowl
[Link] The teacher at a glance can count the number of raised
or the class, everv
Y who have answered
up hands of students to assess
commencement
Before the At
card with his name.
student will be given an index
correctly and those who have answered incorrectly
is required to write the
without properly understanding the concept of
student
every
the end of the class,
he/she felt as very
questions regarding what lesson.
any two
which requires further clarifica
difficult concept. that [Link] Flash Cards
of the concept etc.
tions or the practical application In
class and This is an alternative form of 'Finger Signal'.
from the content taught that day in the one by
in the classroom. At this technique, the teacher will flash the cards
deposit them in a plastic box kept Each card will be
the end, the teacher will collect and list them properly. one each containing a question.
to respond
At the beginning of the next class, the teacher will read shown for ten seconds only. Students have

the questions in the list, one after the other and try to and indicate their answer by raising their fingers up.
raised
elicit answers from the students for each By seeing the responses indicated through
question of the students, the teacher can judge
how
before proceeding to the next. In fingers
case, no student is the content of the subject
able to answer a many students have learned
particular question, the teacher
 26 ts ddo not give
giv
students
o not
proper Nature of Learning 27
most
of the ld keep
teacher
should
It the clae.p
m e a n i n g f u l l y .

then
flash
card,
the
f the
e n d of the class, the the learning of the students and provide the required
to a At
rd kept
answer

flash
card
separately.

of t h e
tlash card
additional information/explanations.
that each
will
show
question
in it and give
and givethe [Link] Evaluation of Another Student's Work
teacher
the for
read out the reason
the
telling In this method, students in a class may be divided
for it,
separately.

responses

correct
into a large pairs and this arrangement will
number of
same.
Learning
in Pair last for the whole of a semester. Every student will
Share individually prepare answers for the assignments given
[Link] sharing the learnino
the learning
paired and in the class and take two copies of it, of which one is
Students getting besides eing aa Simple
being simple
themselves is, to be given to the teacher and the other to his pair-
among to be efficient
activities
also found
learning' is mate. Each student will assess the assignment of the
form of 'group s t u d e n t groups and
and
taced in forming other in the pair and provide feed back. By this, each
Difficulties n o n - c o n t r i b u t i o n by ibution by student gets the opportunity to analyze the assignment
as a group,
functioning
students etc. have no place
members in the group from different angles which helps to expand his
one or two
knowledge. A final assessment of the student's
in this technique.
performance given assignment is made by the
in the
[Link] Discussion
teacher, after comparing the student's assessment with
students will be paired off in two's his own assessment.
In this method
For the questions
will sit in a circle.
and all such pairs
students in each pair try
1:14 Self-learning
asked during the discussion,
consulting each [Link] Meaning of 'Self-learning'
to answer the question by mutually
other or anyone in thepair answering the question first Learning without the assistance of a teacher or

at
and the other in the next opportunity. This technique instructor is called self-learning i.e. by remaining
'self
may be combined with other techniques like 'questions home, learning with one's own efforts is known
as

'self-
and answers', share/learning in pair etc. For example, learning' and it is also called as 'self-teaching',
by expressing a concept in each of the flash card, instruction' and 'Auto-Instruction'.
students may be made to answer whether it is
right or Any one can learn himself any curriculum
without
wrong. After getting the answers from the students, contents
each one of them
the help of any other person. Some structured
may be asked to write why he/she will be suitable for self-learning [E.g. programmed
offered that answer.
By this, the teacher may review learning materials]. Most subject-content organisation
 Learning a n d T8a

28 Nature of Learning
s e l f - l e
However any
a r n i n g .
However
29
be helpful
for
ubject mat
kind of subject matte
may
not
learn any i) Understanding how to learn
with self-efforts.
motivated
learner
can
But chool cannot
dropouts from scho cannotarn
be
Students who lea il) For life-long learning, self-learning is a must
s e l f - l e a r n i n g .

engaged
so easily in course
work in much
in much les: ii) For understanding all aspects of life, self learning is
learn any teachner
themselves
can
with the help of the necessary as we cannot be sure ofgetting any
by who learn
those
time, than D e f i n i t i o n o f ' S e l f - l e a r n i n g '
external aids help from others to learn about
or

everything; this is possible only through self-learning.

[Link] 'collecting formation
information
defined as iv) As self-learning makes it possible to know something
is
Self-learning and u n d e r s t a n d i n o
about every field and everything about a specific
efforts,
processing
and retainino
field
by one's own
assistance of others
ing self-learners are largely successful in personal and
the
them without financial matters.
them in memory.
of self. In
definition the
characteristics
v) general, self-learners have high level of selt
as
From this motivation and self confidence, they are successful
follows:
be inferred as
learners may in their
those who are day to day life (including business).
i)Self-motivation wi be high among
i) Because of this, they gather [Link] Benefits of Self-learning
involved in sell-Hearning.
what they want to learn. Students get the following benefits out of self-
the information related to

through their own

efforts. learning.
matter is found to be abstract 1. Develop the ability to think independently.
i) Even if the subject
confident enough to
and difficult to learn, they are 2. Learn to accept responsibility
use them to
get access to different resources and 3. Gain freedom to learn without restriction.
get complete understanding. High self confidence is
a characteristic of self-learners. 4. Makes students realize that they alone are

ii) Sense of satisfaction they get by finishing any task

responsible for their success or failure.
efficiently, motivates the self-learners more and more. 5. Mental satisfaction derived from doing a job
successfully acts as a latent motivation i.e. self-
[Link] Importance of Self-learning learners will act, not for prizes or praises but for
Self-learning gets importance in the following five mental satisfaction.
aspects.
 Learning and Teaching

Nature of Learning 31
solve
their p r o b l e m s by selt
to
have
learned
they always
a r e always
highly relationships i.e. self-
As they s e l t - l e a r n i n g ) , as an institution to nurture
66
(through test. learning of children relieves the family from the pressure
effort
succeed
in any
contidont
to
longer
period wha
period what they of providing help to children at home in their learning
for a
S e l f - l e a r n e r s
retain
those
who learn iby getting
learn
15. Self-learning eliminates the
excuses of students for
7. than
No one else
learned
information from parents/teachers.
have not achieving their innate abilities fully.
will be responsible for the poor performance of a self
when help is
needed there
where to go in learner.
They
know
it s o m e
gaps occur their
8. even
need to
worry need to kne
if they need know 16. Self- learning is more joyful and fun than being taught
is no future,
in
because
to get by thei.
et itit by their by somebody.
the ability
education,

will have
something. they 17. If students involve themselves in selif-learning
own efforts.
to delve
the area
in th area of mothers will be relieved from reading their children's
text books and teacher's notes so as to heip them in
courage
have the the teacher
9.
9 They without waning
Tor

interests to study it, learning

their and find time to read their own favcurite
to teach it. books
school students get
prepared
10. Through self-learning, 18. Self-learning gives training in accessing original
self-motivation
education which requires sources which reduces the possibility of the
for college
ahead. occurrence of mistakes in the learning materials.
and the ability to plan
work ethics in students.
11. Self-learning promotes good 19. Even information that will be useful in future, will be
the students the freedom to available with self-learners right now and that too at
12. Self-learning offers
decide how much deeply they
subject
should study a finger tips
and interact with the subject matter, taking into 20. As self-learning of children relieves the mother from
account their capacity and interests.
the responsibility of functioning as a teacher at homne
for her children, she can now pay more attention to
13. Since self-learning helps students to restrict the
areas of their interest, their energy and interest are small kids and toddlers at home.
not dissipated.
[Link] Principles of Self-learning Devices
14. Sell-learning helps the family not to serve as an As a result of the interest evinced in providing
auxiliary institution to teach children but to function individualised instruction many self-learning devices
 L e a r n i n ga n d T e a c h i n g

Nature of Learning 33
i n v o l v e

the tollowin
the
d e v i c e s

these
Instructional
e m e r g e d .
Al Self-learning devices such as printed
differences among programmed
Modules, and Learning Kits containing
o i e r e n c e s

individual.

principles

account
the
printed diagrams, audio-tapes, Video-Cassette
text,
Take into etc. are available only
11.
(choosing what
what tto Discs, film strips, short films
t h el e a r m e r s . leam(cnoosing
a
to on certain topics.
s t u d e n t s

athis
own his own convenien con

for thing Self-Instructional

Objectives of
Freedom
chosen

2. s e l f - l e a m
the [Link]
and
own s p o
Techniques
time attheir
proceed
in students for self-learning
learmers
to i)Developing interest
Alowthe eacn
learner.
33 1or
revolution that is taking
i) As a result of knowledge
Learming

mastery
pre all the required
44.
Ensure
based
on
learner's
orevious place now, it is not possiole get
to
ideas
Present
new
information from the teachers. So, students should
55.
themselves the
knowiedge
response
of the learn.
arner be equipped with the skill to gather
sources
information for them trom diferent
each
for
feedback required
6
Provide
participation
each indivi
of each individua of information.
Ensure the active
7. to set themselves the goals
learmer ii) Encouraging students
achieve the same.
of self-learning and striving to
[Link]
Techniques ofSelf-learning
and facilities for self-earning.
learning
themselves
independenty
iv) Providing the opportunities
Students
Life Skill
assistance of a
teacher by operating on v)Making students to get proficiency in
without the
called 'self-learning' or Education' through self-learning.
materials, is
the instructional
auto-instructipn.
[Link] Programmed Instruction

Some of the important

self-learning devices that individulised learning technique
called
An
Instruction' was introduced
in 1950. In
are employed in education are Programmed
Response
Programmed Instruction this, with the use of Stimulus
Reinforcement cycles individual
learners plan to self
i) Keller Plan or Personalised System of Instruction may use a specialy
learn a whole lesson. For this they
In
ii) Computer Assisted Instruction machine or computer.
prepared booklet, teaching
i) Use of Multimedia Learning programmed instruction,
Packages.
 lesson is divided Nature of Learning
of the
whole into a 35
(i) the content
information do
and one
ne
such bit
.

bits of These five principles could be easily

number of small frame. remembered
at a time,
as a by the process involved in
is presented

instruction viz.
undergoing programmed
small bit of informati
information of
contains a
(i)
(ii) Every
the
frame

content
followed by a question
contained
(called stim...
in the f lus) [Link]
READ-WRITE-CHECK-PROCEED-RECORDD
Keller Plan
information

based o n the require

the l e a n e r is requirea
to Fred Keller,
a
frame, an American
psychoiogist, devised
After learning Trame (response is
the question
in the a new technique of self
learning for college students
-

answer
in 1968. The Personalized System of
Instruction (PSI)
elicited). is one of the types of
to the next
frame, the leaner is self-learning technique. Here
Before proceeding the student can attain mastery over the content learned
(ii) a n s w e r is right or wrono
whether his through self-learning and that too at his own speed
informed
(Providing feedback). Keller-plan is different from other seif-learning
according to the techniques in that it provides for peer proctors. Peer
Frames are arranged sequentially
(iv) the l e s s o n . Research proctors help to clarify students' doubts, offer the
progress of
the content of
that any student learning through
required explanations, evaluate the content learned
findings indicate 90% masterv through unit quizzes and thereby help the students
can achieve
programmed instruction personally in their learning which in turn reduce the
of knowledge. work load of the teacher.
followed in the
The above mentioned steps [Link] Salient Features of Keller Plan
otherwise known as
programmed instruction are
which are listed Salient features of PSI, as appeared in her
Principles of Programmed Instruction,
research article published in 1968, titled "Good-bye
below:
t oteacher" are
Principles of Programmed Instruction PSI the learning outcome of
a) Mastery oriented In
1. Principle of small steps a student is not peer group referenced but criterion
2. Principle of Active response (objectives) referenced. Only when the learner
3. Principle of Feedback through achieves 80 to 90% of the set objectives he is allowed
knowledge of results
to move to the next lesson.
4. Principle of Self-pacing
5. Principle of student testing or recording of learning.
 Loarning and Teaching

Nature of Learning
37
36
Here
every
student is
allowed to
all

Self-pacing:
and evaluate and provide
one-to-one tutoring
speed.
b) own
the few
a t his through quizzes. Though
me.
S t u d e n t s
are feedback
p r o c e e d

Aids:
immediate appear
the t e a c h e r s at the beginning
t e a c h e r t e

lectures given by
the
S u p p l e m e n t a r y

given by the the self-learning principle

of PSI
c) l e c t u r e s ,

These ese lectures to be

contradictory to
by
the
few s e m e s t e r .

are motivate and direct the students

lectures help to
of the and radi adio programn these T.V.
beginning T.V. books, films,
films, relevant reference
supplemented
by etc. to refer
respect,
i e c t u r e s fulfill the
demonstrations
etc. In this
Programme
film strips, the learning ea
aids).
Guides:
To make
'c' (Supplementary
criteria
hich contain
whic
the (CAI)
Printed Study are
given,
Computer Assisted Instruction
d) study
guides
of learning,
Ma
odel
[Link]
printed method the lesson and
Assisted Instruction,
objectives, In computer
learning books r e c o r d e d in the software
learned a r e
contents to be
reference

and
its C.D. or
Peer-Procto. in the form a
Questions,

in
Tutorials:
rs computer. The
software

Peer-proctors persor
of the and when the
Use of the
students
inserted in the computer
is
e) Cassette
to help
lessons
informing them of keys in the keyboard,
are
employed
as
well as in student presses
the
followed by
their learning, evaluation monitor a s small
texts, each
during periodical appear in
the
mastery by answer the questions
level of student has to
their
integrated to form an a question. The too appear
in
and the
answers

features are
pressing the keys the student
These five oriented criteria by given by
this, mastery If answer

system. In
screen.
the monitor material
instructional f e a t u r e s . As every
provided in the study
other four with the answer
allowed to
basis for the d i t f e r e n t i a l time
matches
and he is
forms the acknowledged
require it will be
in their ability, they booted, is incorrect, he is
one differs the content to answer
mastery of further. If the given the
achieve complete proceed asked to study
limits to allowed to proceed at explanations or
is to be alternate In
very
learned.
one given the question.
be When the learning before answering
for feature (b) ]. same frame again of the
his own rate [Need the response
form [feature (d)], this way, the
computer
manages

materials are presented in printed

rate through self- individual learner.
everyone can proceed at his own
Modules
available for the teacher to Using
Instructional

learning. As the time [Link]

very low,
self-contained

bestow individual attention on students is insttuctional

module is "a
An of learning
Peer-proctors are to be appointed. These peer proctors
series

independent
unit of a planned
feature (e)] are the outstanding students in the class,
who personally help other students through occasional,
 Learning and Teaching

38
the student accomplis Nature of Learning 39
activities designed to
help Putting it inin other Puttingit
othe
well-defined
objectives is a
f-containe s e l l - c o n t a i n
vi) Review.
certain
al unit oof
m o d u l e

that a conceptual vi) List of enrichment activities.

words, it could be said
c o n c e p t u a

single

on a vii) Short answer questions (Write the answers in a separate

instructional package
combined,
bined, the.
they sheet)
subject matter. are
m o d u l e s

M o d u l e s
are highly ix) Citation of reference books
related

When severa
mostly used The vocabulary and language style used, depth
c o u r s e " .

"modular and is
and is
are called a instruction

content, scope of the lesson etc.

individualise
education. of treatment of the
useful to package depend on the age and
in
d i s t a n c e

learning ppackage
ackaoo of an instructional
present
learning
in India at in the
learning capacity of the learner, nature of the lesson
printed
texts
book k pattern
pattern
the the
text and the demands of the subject.
Generallyt
does
not
follow
pattern
of an instruc
of aa
of modu
module
organisational
Conclusion
the
Following is Meaning and Definition of learning.
In this unit, the
tional module Nature of learning.
Over view/ Introduction Important elements of learning,
of
Factors influencing learning. Basic principles
i)
i) Instructional Objectives of learning
of the
content.
learning, Implications of the principles
presentation
with his Differences between rote learning and meaningful
Sequential interacting
ii) teacher
Definition of Active learning
the form
of a
example: learning, Meaning and
[It is in class. For and techniques of
'Active
students in
an
imaginary Principles, characteristics
can't you try
out; why learning', Meaning and
Definition of self-learning
already pointed and its benefits, Principles
This I have doubt in this? Let
Do you
have any Importance of self-learning
this in that way? familiar poem, etc.] objectives of self-instructional
lesson by quoting
a of self-learning devices,
me start this and brief description
of some important
of the content techniques instruction,
in every segment devices viz. programmed
iv) Important concepts them in a box like self-instructional
Instruction,
again by presenting Personalised System of
are highlighted Keller Plan or
instructional
and Use of
assisted instruction
set up. Computer
will be discussed elaborately.
)Intermittently
v questions for self-evaluation modules were

is left out for

asked, for which small vacant space
which will generally be a word,
recording answers

phrase, digit or a law. LAT-5