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Teaching Learning Process

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0% found this document useful (0 votes)
39 views62 pages

Teaching Learning Process

Uploaded by

baji mon tk
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TEACHING

LEARNING PROCESS
MONCY P M
ASSOC. PROFESSOR
TEACHING LEARNING PROCESS
Meaning
The teaching learning process is the heart of
education. It is the most powerful instrument
of education to bring desired changes in the
students.
TEACHING
Definition
 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 (interaction between
educator, educand and social environment).
 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
Teaching principles help teachers
develop an insight regarding their strength &
weakness & provide information pertaining
to teaching.
Following principles is a combination of
psychological and general principles of
teaching
 Principle of motivation
 Principle of activity
 There should be well defined objectives
 Principle of individual differences
 Principle of Creating Conducive Environment
 The Principle of Feedback, Reinforcement and
Remedial Teaching
 Principle of Active Involvement and Participation of
Students
 Principle of Student Centeredness
 Principle of correlation
 Principle of connecting with life
 The Principle of Change and Rest
MAXIMS OF TEACHING
Maxims of teaching are accepted truth or
general rule of conduct or the laws which are
essentially to be followed by the teacher while
teaching. Maxims include;
 Proceed from known to unknown
 Proceed from simple to complex
 Proceed from concrete to abstract
 Proceed from easy to more difficult
 Proceed inductively
 Proceed from general to specific
 Proceed from specific to general
 Proceed from indefinite to definite
 Proceed from empirical to rational
 Proceed from whole to part
 Proceed from part to whole
 Proceed from analysis to synthesis
 Proceed from overview to detail
 Proceed from observation to reasoning
 Proceed from psychological to logical
 Proceed from known to unknown

The teaching is always done step by step. The


new lesson should be related to what is already
learnt i.e. what is known to them. The teacher can
show the similarities and dissimilarities of the new
lesson with the old lesson. This would not only
create interest in students but also make the
learning meaningful and lively. For example while
teaching about the pathological changes in a
particular organ of the body it can be started by
review of its normal structure and functions.
 Proceed from simple to complex

This maxim implies that the content of the


lesson is organized in a manner that those ideas
which are elementary and easier to understand by
the students are put up in the beginning and
further details follow the proper order. For example
teaching of anatomy and physiology of a particular
organ. It initiates with gross structure to minute
structure followed by its functions and role in the
body.
 Proceed from concrete to abstract

This maxim implies that students would


understand new ideas better when teacher makes
use of clear and vivid illustrations; examples,
concrete objects, models, actual field visits etc.
For example, anatomy of an organ can be learnt by
handling the actual organ and by doing its
dissection. Disposal of sewage can be best
understood by visiting sewage disposal plant.
 Proceed from easy to more difficult

We have to take into consideration, the


psychological make up of the child. The teacher
should go from easy to difficult.
 Proceed inductively

In inductive teaching, teaching is made


effective with the help of a suitable example. Usually
the topics is introduced to the students by way of
stating a befitting example and through analyzing the
example they would be able to understand the
general rules, definition, formulas etc.
 Proceed from general to specific
While proceeding from general to specific,
general rules are explained first and from that
specificity is arisen.
 Proceed from specific to general
This maxim implies that before telling general
rules or principles to the class, the teacher presents
particular facts and examples. After study of these
facts, the students themselves come out with
general rules and principles. For example the
definition and underlying causes of bed sores can be
generalized by the students after consideration of
particular facts and instances of bed sores. This
principle is applied in the inductive method of
teaching.
 Proceed from indefinite to definite

Nursing students who enter school/college of


nursing, usually have vague ideas about human body,
health and disease, about care of patients, their
rehabilitation etc. The purpose of teaching in nursing
is to make these ideas clear and precise so that
students have definite picture in their mind and
develop desired attitude and skills. It is therefore very
important for the teacher to plan the lesson carefully,
make use of variety of methods and Audio-visual aids,
give live experiences etc. to clarify the ideas.
 Proceed from empirical to rational

Empirical knowledge is based on observation and


firsthand experience. We can see, feel and experience
it. On the other hand; rational is based on our
arguments and explanation. The stage of arguments is
the last, whereas seeing things or feeling them is the
first stage. Empirical is less general statements
whereas rational is more general statements. So the
safe approach in teaching is that we should proceed
from empirical to rational. It is a journey from less
mental maturity to more mental maturity.
 Proceed from whole to part

In teaching, the teacher should try to acquaint the


child with the whole lesson first and then the different
portions of it may be analyzed and studied intensively.
This principle holds good while teaching a thing to the
small children. At the early stages, the child loves to
speak full sentences because in daily life situations, full
sentences are used. The child should be given a full
sentence. Then he may have full familiarity with the
different words contained in that sentence. Later he may
have the knowledge of words. Then he will have the
 Proceed from part to whole
In some situation teacher has to proceed from
part to whole for providing information in a
meaningful way.
 Proceed from analysis to synthesis
Analysis means breaking a problem into its
convenient parts while synthesis means the grouping
of these separated parts into one complete whole. A
complex problem can be made simple and easy by
dividing into different parts.
“Analysis is the approach for understanding
and synthesis is for fixation.” Analysis of a sentence
is taught to students, that helps the students to
understand the different parts of a sentence. Later
 Proceed from overview to detail

Students can easily comprehend, if the


teacher proceeds from overview to detail.
 Proceed from observation to reasoning

The teacher has to provide an opportunity for


the students to see and notice the factors involved
in a particular topic or context before explaining the
reasons associated with it or eliciting reasons from
the students.
 Proceed from psychological to logical

While teaching, the teacher should first keep


in mind the interest, aptitudes, capacities,
development level etc. of the children during the
selection of subject matter and then on to its logical
arrangement.

In teaching English, the structures are selected


as per the needs and requirements of the students
and then arranged in a logical way. The psychological
appeal of the thing is more important at the early
stages. Then the logic behind it should be seen.
LEARNING
Meaning
Learning is said to be equivalent to change,
modification, development, improvement
and adjustment. Efficiency of learning can
be measured by three factors; accuracy,
speed and retention.
DEFINITIONS
 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
CHARACTERISTICS
1. Learning is unitary
2. Learning is individual
3. Learning is social
4. Learning is self active
5. Learning is purposive
6. Learning is creative
7. Learning is transferable
 Learning is Unitary:

It implies that the learner reacts as a whole


person to the whole situation in a unified way. It
means that the learner responds intellectually,
emotionally, physically and spiritually at the same
time. The response by the learner is to the entire
learning situation rather than to any one stimulus
and in a unified way. This coordinated and integrated
total reaction of the learner to the learning situation
helps achieve educational goals.
Each learner responds differently to teaching-
learning situation because each learner is different
in all aspects. There are many factors from within
the individual and in the learning situation which
interfere with or promote unified responses. It is
very important for the teachers in nursing schools
and colleges to understand the unitary
characteristic of learning and put into practice.
 Learning is Individual and Social:

The very fact that learning is a self active


process, it emphasizes that learning is an individual
matter. Each individual has to do her/his own
learning. Each individual differ in this depending
upon inherited traits, health, home training, social
environment, educational opportunities, self
determination etc. Learning is also social in 3 larger
senses because it takes place in response to the
environment in which there are other individuals,
social groups and physical things.
Individual's learning is influenced by her/his parents
and family members, friends, relatives, neighbors,
class mates etc. and learn their ideas, notions,
feelings, attitude etc. Social agencies like family,
play grounds, youth clubs, temple/church, school
etc. play very important role in the learning
process.
 Learning is social:

Learning takes place in response to the


environment in which there are other individuals as
well as physical things. Learning is social as it takes
place as some type of response to the social
environment of the individual.
 Learning is self active:

This characteristic of learning implies that the


learner can learn only through her/his own active
response to teaching learning situation, i.e., the
individual has to undertake self learning activities.
Without self-activities there is no learning. The
various self activities include listening attentively,
visualizing attentively, making observation carefully,
reacting and acting to situation, asking questions for
clarification, taking down notes, search literature, do
self study, recall, memorize, do analysis and return
Students need to develop their own habits of learning.
The teacher can simply help and guide them to develop
proper habits and direct them to undertake suitable self-
learning activities to achieve educational goals.
 Learning is purposive:

Learning is always based on purpose. No learning


takes place without any purpose. Purpose gives directions
and thus determines goals for learning. The goals
determined are based on students learning needs as
related to their desires, interests, attitudes etc. The
teacher needs to set desirable goals by involving students
and considering their needs, desires, interests etc.
 Learning is creative:

Learning is a process in which the


potentialities within the individual are created in to
actualities both by her/his own initiative and also
by the assistance of others. In simple words it can
be said that there are two dynamic factors in
creative learning and these are:

i) The natural responses of learner's mind i.e.


internal force and

ii) Intellectual guidance from the teacher.


Both these factors are vital. But, it is the learner
who decides and makes choices out of internal
motivation as to what, how and when to do in
response to the demands of existing situation. Thus
learning results in new organization of knowledge
and pattern of experiences which has not happened
before. The learner develops unique and distinctive
pattern of behavior and that is what the creative
learning is.
 Learning is transferable:

This characteristic of learning implies that


what is learnt in one context or situation will apply
or affect another situation. True learning transfers
but it depends upon understanding of principles,
concepts and their relationships which have been
generalized by the learner and applied deliberately
to the solution of practical problems. The teacher
should provide opportunities and should see that
nursing students apply the principles which they
have learnt in the class room while giving nursing
FACTORS INFLUENCING LEARNING
The following points highlight the four main
factors influencing learning. The factors are:
1. Physiological Factors
2. Psychological Factors
3. Environmental Factors
4. Methodology of Instructions.
1. Physiological Factors:
The physiological factors are sense
perception, physical health, fatigue ,time and day
of learning, food and drink, age and atmospheric
conditions.
a. Sense-perception:
Sensation and perception are the basis of all
cognitive learning. Weaker the power of
perception, lesser the amount of learning. A blind
man learns far less than a normal person.
Impairment of sense organs is a handicap in the
process of learning.
b. Physical Health:
Ill health hampers learning. Sound mind is
only in a sound body. Sound physical health gives
vigor and vitality to pursue learning activities for a
longer education. A diseased person is handicapped
by the normal physical strength necessary for any
mental activity.
c. Fatigue:
Muscular or sensory fatigue causes mental
boredom and indolence. A number of factors in the
home and school environment may cause physical
and mental fatigue, such as lack of
accommodation, bad seating arrangement,
unhealthy clothing, inadequate ventilation, poor
light, noise, over crowdingness, and poor
nutrition. Longer hours of study also cause fatigue
which affects the learning capacity.
d. Time of Learning:
Morning and evening hours are the best
periods of study. During the day, there is decline
in the mental capacity. Experiments on children
have shown that there are great variations in
learning efficiency during the different hours of
the day.
e. Food and Drink:
Nutrition is responsible for efficient mental
activity. Poor nutrition adversely affects learning.
The type of food also has some effect. The
alcoholic drinks, caffeine, tobacco and such
addictive items have adverse effect on neuro-
muscular system, and consequently upon the
learning capacity.
f. Atmospheric conditions:
High temperature and humidity
lower the mental efficiency. Low ventilation,
lack of proper illumination, noise and physical
discomfort (as we find in factories and
overcrowded schools) hamper the learning
capacity. Distractions of all sorts affect power of
concentration and consequently the efficiency
of learning.
g. Age :
Learning capacity varies with age. Some
subjects can better be learnt at the early age,
and some during adulthood. Learning proceeds
between 13 to 20, remain stagnant till 25and
decline upto 35.
2. Psychological factors
a. Mental Health:
Mental tension, complexes, conflicts, mental
illnesses and mental diseases hamper learning. A
maladjusted child finds it difficult to concentrate.
Concentration needs mental poise and absence of
mental conflict or complex. Some pupils find it
difficult to prepare for the university examination
simply because of fear of the examination and
anxiety neurosis. A calm and balanced mind brings
her the power to concentrate and learn better.
b.Motivation and Interest:
No learning takes place unless it is motivated.
Purposeless learning is no learning at all. Every
child is impelled by some motive to learn new
things. In the absence of motivation, can he does
not feel interested in the act of learning. A child’s
behavior in learning is energized by motives,
selected by motives and directed by motives.
c. Success, Praise and Blame:
Nothing succeeds like success. Experimental
evidences show that praise stimulates small
children to work and learn, although it does not
produce much effect on superior and elder
children. Elder children are more sensitive towards
reproof and blame, than younger children are.
d. Rewards and Punishment:
Rewards of all sorts are powerful
incentives to learn. But these days in India school
rewards are more abused than used properly.They
become over-dependent on rewards. They refuse
to work without any incentive of reward. All
learning should not be and cannot be rewarded
immediately.
Punishments, arousing fear in
anticipation, may influence the pupil to work and
learn, but not in all the cases. Experimental
studies shows that punishment interfere with
complex learning activities, when punishments
become frequent. Absence of punishment becomes
a basis of low activity on the part of the pupil. In
the absence of fear, they disobey and waste time.
3. Environmental Factors:
a. Working conditions:
Learning is hampered by bad working
conditions such as distraction, noise, poor
illumination, bad ventilation, overcrowding, bad
seating arrangement, and uncomfortable stay both
at home and school. The location of the school, the
internal set-up, the accommodation, decoration
and healthful and sanitary conditions are very
important for efficient learning.
b. Organisational set-up:
The organisational set-up of the school also
influences learning.
4. Methodology of Instructions:
a. Presentation and Organisation of Material:
The learning material should be
properly planned and organised. It should be graded
to suit the mental level of the pupils. It should be
presented in a meaningful and interesting manner.
b. Learning by Doing:
Practice makes a man perfect. Repetition and
practice is important for learning. The pupils must
be encouraged to learn through activity. Theoretical
teaching should be replaced by practical
application of knowledge, experimentation and
personal application. Children learn better through
personal experience. Verbalisation should be
reduced to minimum.
c. Special Methods of Learning:
It has been found that some special
methods give better results. In learning a piece
of poetry, learning by the whole method, and
by the part method have been advocated.
Sometimes it is helpful to recall what is learnt
and to recite by memory.
d. Timely Testing:
Through tests, the learner knows his
exact achievement, and there is no scope for over-
estimation or underestimation. Occasional and
periodical testing motivates the pupil to be regular
in his studies.
LAWS OF LEARNING
1. Law of readiness
2. Law of effect
3. Law of exercise/use
4. Law of frequency
5. Law of disuses
6. Law of recency
7. Law of primacy
8. Law of purpose
9. Law of association
 Law of readiness:

Learning takes place best when a person is


ready to learn. Some sort of preparatory attitude or
mindset is necessary. If nervous pathway is ready
for action, the response quickly follows. If it is
exhausted and not quick for action, the response
does not follow readily. Learner’s reaction depends
upon the readiness of the sensory and motor
neurons.
 Law of effect:

A successful reaction gives satisfaction to the


individual and the same reaction tends to be
repeated. An unsuccessful reaction gives annoyance
to the individual and tends to be inhibited. Thus,
pleasure and pain have their effects on learning
reactions.
 Law of exercise or use:

Native reactions are strengthening by


practice. The use of any response strengthens it and
makes it more prompt, easy and certain.
 Law of frequency:

The law of frequency is correlated to law of


use. If one response strengthens the situation-
response connection, two responses will strengthen
it further, there still further and so on. The more
frequently a connection is exercised, the stronger
the connection becomes.
 Law of disuses:

Use strengthens a situation response connection.


Disuse weakens the connection. Materials without any
meaning like nonsense syllabus are quickly forgotten. The
material with a meaning like poetry is not so quickly
forgotten.
 Law of recency:

The law of recency is correlated to law of disuse.


The more recent is the exercise, the stronger is the
connection between the situation and the response. The
connection between a situation and the response is
 Law of primacy:
The first experiences and acts are novel and
apt to attract attention. They are readily impressed
in the mind. The first day at school, the first act in
learning a maze are easily impressed.
 Law of purpose:
With a clear or definite goal in mind, the
student works towards a definite purpose.
 Law of association:
It is on the basis of association of ideas that
we can explain why one idea gives way to the other
and so on. When we recall the name, we at once
remember about its association.
TEACHING LEARNING PROCESS
Definition :
It is a means through which the teacher, learner,
the curriculum and other variables are organized in
a systematic manner in order to attain
predetermined goals and objectives.
Aims:
 The acquisition of knowledge, skills and attitudes
 Bring about behavior modification in learners
Elements :
 A learner
 A teacher
 A series of learning objectives
 A sequence of stimulus response situation
 Reinforcement of that behavior
 The monitoring, assessment and evaluation
Phases of Teaching:
i. Preactive phase
ii. Interactive phase
iii. Post active phase
Role of a Teacher:
 Instructional role
 Faculty role
 Individual role
 As a controller
 As a facilitator

 As an assessor

 As a role model

 As a lecturer

 As a tutor

 As an information provider and evaluator


 As a resource material creator
 As a prompter

 As a curriculum planner

Qualities of a Teacher:
T- Tactful, Truthful,Tolerant
E-Expertise, Efficient
A-Advisor, Adaptable, Alert
C-Competent, Creative, Cultural
H-Helpful, Hardworking, Honest, Humor
E- Enthusiastic, Empathetic, Emotionally stable
R- Responsible, Resourceful, Rational
Other qualities:
a) Desirable personal traits
b) User of effective teaching learning methods
c) Creator of a good classroom environment
d) Mastery of competencies
e) Professional decision maker

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