Learning & Teaching (Record no. 3259)

MARC details
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005 - DATE AND TIME OF LATEST TRANSACTION
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040 ## - CATALOGING SOURCE
Transcribing agency IK
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.150 VIR
100 ## - MAIN ENTRY--PERSONAL NAME
Author Name Virk, Jaswant K
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Rajvir Kaur
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Personal name Bhardwaj, Sanjay
245 ## - TITLE STATEMENT
Title Learning & Teaching
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication Patiala
Name of publisher Twentyfirst Century Pub.
Date of publication 2022
506 ## - RESTRICTIONS ON ACCESS NOTE
Source of term CONTENTS: - <br/><br/>1. LEARNING AND TEACHING: NATURE, RELEVANCE AND RELATIONSHIP <br/>1.1 Concept of Teaching <br/>1.2 Nature of Teaching<br/>1.3 Characteristics of Good Teaching<br/>1.4 Styles of Teaching<br/>1.5 Variables of Teaching<br/>1.5.1 Functions of Teaching Variables Phases of Teaching<br/>1.6 Phases of Teaching <br/>1.7 Structure of Teaching<br/>1.8 Importance of Teaching<br/>1.9 Functions of Teaching Concept of Learning<br/>1.10 Concept of Learning <br/>1.11 Characteristics of Learning<br/>1.12 Importance of Learning<br/>1.13 Types of Learning <br/>1.14 Factors Affecting Learning<br/>1.15 Teaching and Learning<br/>1.16 Teaching and Learning-Relationship<br/><br/>2. NATURE AND NURTURE, RELATIONSHIP BETWEEN DEVELOPMENT AND LEARNING<br/>2.0 Introduction<br/>2.1 Meaning of Nature <br/>21.1 Definitions of Nature<br/>2.1.2 Laws of Nature<br/>2.2 Mechanism of Nature<br/>2.3 Role of Nature<br/>2.4 What is Nurture?<br/>2.4.1 Definitions of Nurture <br/>2.4.2 Types of Nurture<br/>2.5 Role of Nurture <br/>2.6 Importance of Nature and Nurture<br/>2.7 Different Views about Role of Nature and Nurture<br/>2.8 Educational Implications of Nature and Nurture<br/>2.9 Relationship between Development and Learning<br/><br/>3. DEVELOPMENT INFLUENCES<br/>3.1 Introduction<br/>3.2 Meaning of Child Development<br/>3.3 Principles of Development <br/>3.4 Development Influences<br/>3.4.1 Physical Factors Influences Child Development <br/>3.4.2 Socio-Cultural Influences Child Development<br/>3.4.3 Economic Influences Child Development <br/>3.4.4 Ecological and Environmental Factors<br/>3.4.5 Technology Influences on Child Development<br/><br/>4. LEARNING STYLES OF LEARNERS: FLEMING'S VARK MODEL OF LEARNING<br/>4.0 Introduction<br/>4.1 Definitions of Learning Styles<br/>4.2 Characteristics of Learning Styles<br/>4.3 Types of Learning Style<br/>4.4 Fleming's Vak/Vark Learning Styles <br/>4.4.1 Visual Learning Style <br/>4.4.2 Auditory Learning Style<br/>4.43 Reading (and Writing) Learners <br/>4.4.4 Kinesthetic/Tactile Learning<br/>4.5 Criticism<br/>4.6 Methods of Assessment<br/>4.7 Learning Styles and their Implication for Classroom and Outside Classroom Learning<br/><br/>5. MODELS OF TEACHING<br/>5.1 Meaning of Teaching Model <br/>5.2 Definitions of Teaching Models<br/>5.3 Characteristics of Teaching Model <br/>5.4 Assumptions of Teaching Models<br/>5.5 Functions/Role of Teaching Models<br/>5.6 Types of Teaching Models <br/>5.7 Classification of Teaching Models<br/>5.8 Fundamental Elements of Teaching Model<br/>5.9 Criticism of Elements of a Model <br/>5.10 Glaser's Basic Teaching Model<br/>5.10.1 Why This Model is Called Basic Teaching Model <br/>5.10.2 Assumption and Rationale of Basic Teaching Model<br/>5.10.3 Structure/Description of Glaser's Basic Model of Teaching 106 Concept Attainment Model (CAM)<br/>5.11 Concept Attainment model (CAM)<br/>5.11.1 Basic Assumptions of CAM<br/>5.11.2 Description of the Three Variations of CAM<br/>5.11.3 Description of CAM<br/>5.11.4 Educational Objectives of CAM<br/>5.11.5 Merits of CAM<br/>5.11.6 Limitations of CAM<br/>5.11.7 Implications for Teachers<br/>5.11.8 An Example Illustrating CAM<br/><br/><br/>6. ORGANIZING LEARNING EXPERIENCES<br/>6.1 Introduction<br/>6.2 Concept and Meaning of Learning Experiences <br/>6.3 Types of Learning Experiences<br/>6.4 Concept of Organization of Learning Experiences<br/>6.4.1 Organization of Learning Experiences for Effective Teaching-Learning Process<br/><br/><br/>7. TEACHING LEARNING RESOURCES<br/>7.1 Introduction<br/>7.2 Teaching-Learning Resources<br/>7.3 Concept and Meaning of Learning Resources<br/>7.4 Types of Learning Resources<br/>7.5 Importance of Resources in Teaching-Learning 7.6 Selection of Learning Resources<br/>7.7 Objectives of Selecting Learning Resources 7.8 Principles of Selection and Utility<br/>7.8.1 General Principles <br/>7.8.2 Principles of Selecting Human-Learning Resources<br/>7.8.3 Principles of Selecting Material Learning Resources <br/>7.9 Identification of Appropriate Learning Resources<br/>7.10 Procedure of Selection of Learning Resources <br/>7.11 Different Types of Learning Resources<br/>7.12 Role of the Head of the School<br/><br/><br/>8. ODL (OPEN AND DISTANCE LEARNING) AND SELF-LEARNING<br/>8.1 ODL (Open and Distance Learning)<br/>8.1.1 Definition of Open and Distance Learning <br/>8.1.2 Advantages of Open and Distance Learning<br/>8.1.3 Disadvantages of Distance Learning<br/>8.2 Self-Learning<br/>8.2.1 Benefits of Self Learning <br/>8.2.2 Disadvantages of Self Learning<br/><br/><br/>9. APPROACHES TO LEARNING<br/>9.1 Introduction<br/>9.2 Behaviouristic Approach to Learning<br/>9.2.1 Concept of Behaviouristic Approach to Learning<br/>9.2.2 Characteristic of Behaviouristic Approach to Learning<br/>9.2.3 Pavlov's Classical Conditioning <br/>9.2.4 Elements of the Classical Conditioning Theory<br/>9.2.5 Skinner's Operant Conditioning<br/>9.2.6 Educational Implications of Behaviorist Approach <br/>9.2.7 Limitations of Behaviouristic Approach<br/>9.3 Cognitive Approach to Learning<br/>93.1 Concept of Cognitive Approach to Learning<br/>9.3.2 Characteristics of Cognitive Approach <br/>9.3.3 Jean Piaget's Cognitive Approach to Learning<br/>9.3.4 Educational Implications of Jean Piaget Theory <br/>9.3.5 Limitations of Piaget's Approach<br/>9.4 The Information Processing Approach <br/>9.4.1 General Principles of Information Processing Approach <br/>9.4.2 Characteristics of Information Processing Approach<br/>9.4.3 Stage Model of Information Processing Humanistic Approach to Learning<br/>9.5 Humanistic Approach to Learning <br/>9.5.1 Concept of Humanistic Approach to Learning<br/>9.5.2 Characteristics of Humanistic Approach to Learning<br/>9.5.3 Contribution of Psychologists towards Humanistic<br/>Psychology 9.5.4 Educational Implications of Humanistic Approach<br/>9 5.5 Limitations of Humanistic Approach<br/>9.5.6 Approaches to Learning Social Constructivist Approach<br/>9.6 Social Constructivist Approach <br/>9.6.1 More Knowledgeable Other<br/>9.6.2 Zone of Proximal Development <br/>9.6.3 Educational Implications<br/><br/><br/>10. THEORIES OF LEARNING<br/>10.1 Introduction<br/>102 Trial and Error Theory of Learning (Thorndike)<br/>10.2.1 Principles<br/>10.2.2 Implications of this Theory <br/>10.2.3 Advantages of this Theory<br/>10.2.4 Disadvantages of the Theory<br/>10.3 Classical Conditioning Theory of Learning (Pavlov)<br/>10.3.1 Principles of Conditioning<br/>10.3.2 Some Phenomenon of Classical Conditioning<br/>10.3.3 Important Phases of Classical Conditioning<br/>10.3.4 Educational Implications of Classical Conditioning Theory<br/>10.4 Instrumental Conditioning Theory of Learning (Skinner) <br/>10.5 Kohler's Insight Theory<br/>10.6 Carl Rogers Experiential Learning Theory <br/>10.7 Kurt Lewin's Theory<br/>10.8 Social Learning Theory of Bandura<br/>10.8.1 Social Cognition Theory<br/>10.8.2 Self-Efficacy Theory <br/>10.8.3 Significance of Social Learning Theory<br/>10.9 Vygotsky's Socio-cultural Theory of Learning<br/>10.9.1 Basic Notions of Vygotsky's Theory<br/>10.9.2 More Knowledgeable Other (MKO)<br/>10.9.3 Zone of Proximal Development (ZPD) <br/>10.9.4 Scaffolding<br/>10.9.5 Tools of Intellectual Adaptation <br/>10.9.6 Vygotsky and Language<br/>10.9.7 Views on Knowledge<br/>10.9.8 Views on Motivation<br/>10.9.9 Educational Implications or Classroom Applications<br/><br/><br/>11. LEARNING AS CONSTRUCTION TRANSMISSION AND RECEPTION OF KNOWLEDGE<br/>11.1 Introduction<br/>11.2 Construction of Knowledge<br/>11.2.1 Meaning of the Term: 'Construction of Knowledge' 25<br/>11.2.2 Constructivist Learning<br/>11.2.3 Characteristic Features or Basic Assumptions <br/>11.2.4 Constructivist Theory of Learning<br/>11.2.5 Process for Constructivist Learning Experiences<br/>11.3 Learning as Transmission of Knowledge<br/>11.3.1 Conditions for Implementation of the Transmisive Theory <br/>11.3.2 Advantages of the Transmisive Theory <br/>11.3.3 Disadvantages of the Transmisive Theory<br/>11.4 Learning as Reception of Knowledge <br/>11.5 Difference between Learning as the Construction of Knowledge<br/>and Transmission and Reception of Knowledge <br/><br/><br/><br/>12. UPANISHADIC METHOD OF LEARNING<br/>12.1 Introduction<br/>12.2 Meaning of the Upanishads<br/>12.3 Philosophy of Upanishads<br/>12.3.1 Metaphysics <br/>12.3.2 Epistemology<br/>12.3.3 Ethics<br/>12.4 The 13 Upanishads<br/>12.5 Transition from the Vedas to Upanishads<br/>12.5.1 Development of thought from the Vedas to the Upanishads<br/>12.6 Upanishadic Method of Learning<br/><br/><br/><br/>13. COGNITION: MEANING, ROLE IN LEARNING, SOCIO-CULTURAL FACTORS INFLUENCING<br/>COGNITION AND LEARNING<br/>13.1 Introduction<br/>13.2 Meaning of Cognition<br/>13.3 Definitions of Cognition<br/>13.4 Types of Cognitive Processes<br/>13.5 Role of cognition in learning<br/>13.6 Socio-Cultural Factors Influencing Cognition and Learning<br/><br/><br/><br/>14. INTELLIGENCE: CONCEPT, NATURE AND THEORIES<br/>14.1 Concept and Meaning of Intelligence<br/>14.2 Definitions<br/>14.3 Nature of Intelligence<br/>14.4 Kinds of Intelligence<br/>14.5 Theories of Intelligence<br/>14.5.1 Spearman's Two-Factor Theory<br/>14.5.2 Guilford's Factor Analytical Theory<br/>14.5.3 Cattell and Horn's Theory of Intelligence <br/>14.5.4 Sternberg's Information Processing Theory<br/>14.5.5 Howard Gardner's Theory of Multiple Intelligence <br/>14.6 Emotional Intelligence (Ability Model)<br/>14.7 Role of Heredity and Environment on Intelligence<br/>14.7.1 Role of Heredity on Intelligence<br/>14.7.2 Role of Environment on Intelligence<br/>14.8 Basic Concepts in Intelligence Testing<br/>14.9 Distribution of Intelligence <br/>14.10 Measurement of Intelligence<br/>14.11 Assessment of Intelligence Tests<br/>14.11.1 Comparision of Verbal and Non-verbal Tests of Intelligence 300<br/>14.11.2 Comparison of Individual Test and Group Test of Intelligence 303<br/>14.12 Individual Tests of Intelligence<br/>14.13 Group Tests of Intelligence 14.14 Intelligence Tests in India<br/>14.15 Uses of Intelligence Tests<br/>14.16 Misuse and Abuse of Intelligence Testing <br/>14.17 Limitations of Intelligence-Tests<br/>14.18 Cautions While Using an Intelligence Test<br/><br/><br/><br/>15. MOTIVATION<br/>15.1 Introduction<br/>15.2 Meaning of Motivation <br/>15.2.1 Definitions of Motivation<br/>15.2.2 Nature of Motivation <br/>15.2.3 Characteristics of Motivation<br/>15.3 Difference between Needs, Drives, Motives and Incentives<br/>15.4 Need/Strategies of Teachers for Motivating Students<br/>15.5 Intrinsic and Extrinsic Motivation <br/>15.6. Maslow's Theory of Motivation<br/>15.7 Role of Motivation in Learning<br/><br/><br/><br/>16. PERSONALITY<br/>16.1 Concept of Personality<br/>16.2 Nature of Personality<br/>16.3 Characteristics/Features of Personality<br/>16.4 Characteristics of Criteria for Integrated Personality <br/>16.5 Theories of personality<br/>16.5.1 Type Theories of Personality <br/>16.5.2 Trait Theories of Personality<br/>16.6 Uses of Personality Testing<br/><br/><br/><br/>17. INDIVIDUAL DIFFERENCES: CONCPET AND DETERMINANTS<br/>17.1 Introduction<br/>17.2 Concept of Individual Differences<br/>17.3 Determinants/Causes of Individual Differences <br/>17.4 Role of Heredity and Environment in Individual Differences<br/>17.5 Catering to Individual Differences through Educational Programs<br/>
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    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education 01.06.2022 370.00 7 370.150 VIR BED0006625 26.06.2023 19.06.2023 01.06.2022 Reserve Books Section
    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education 01.06.2022 370.00 6 370.150 VIR BED0006626 27.07.2023 17.04.2023 01.06.2022 Reserve Books Section