Learning & Teaching

CONTENTS: -

1. LEARNING AND TEACHING: NATURE, RELEVANCE AND RELATIONSHIP
1.1 Concept of Teaching
1.2 Nature of Teaching
1.3 Characteristics of Good Teaching
1.4 Styles of Teaching
1.5 Variables of Teaching
1.5.1 Functions of Teaching Variables Phases of Teaching
1.6 Phases of Teaching
1.7 Structure of Teaching
1.8 Importance of Teaching
1.9 Functions of Teaching Concept of Learning
1.10 Concept of Learning
1.11 Characteristics of Learning
1.12 Importance of Learning
1.13 Types of Learning
1.14 Factors Affecting Learning
1.15 Teaching and Learning
1.16 Teaching and Learning-Relationship

2. NATURE AND NURTURE, RELATIONSHIP BETWEEN DEVELOPMENT AND LEARNING
2.0 Introduction
2.1 Meaning of Nature
21.1 Definitions of Nature
2.1.2 Laws of Nature
2.2 Mechanism of Nature
2.3 Role of Nature
2.4 What is Nurture?
2.4.1 Definitions of Nurture
2.4.2 Types of Nurture
2.5 Role of Nurture
2.6 Importance of Nature and Nurture
2.7 Different Views about Role of Nature and Nurture
2.8 Educational Implications of Nature and Nurture
2.9 Relationship between Development and Learning

3. DEVELOPMENT INFLUENCES
3.1 Introduction
3.2 Meaning of Child Development
3.3 Principles of Development
3.4 Development Influences
3.4.1 Physical Factors Influences Child Development
3.4.2 Socio-Cultural Influences Child Development
3.4.3 Economic Influences Child Development
3.4.4 Ecological and Environmental Factors
3.4.5 Technology Influences on Child Development

4. LEARNING STYLES OF LEARNERS: FLEMING'S VARK MODEL OF LEARNING
4.0 Introduction
4.1 Definitions of Learning Styles
4.2 Characteristics of Learning Styles
4.3 Types of Learning Style
4.4 Fleming's Vak/Vark Learning Styles
4.4.1 Visual Learning Style
4.4.2 Auditory Learning Style
4.43 Reading (and Writing) Learners
4.4.4 Kinesthetic/Tactile Learning
4.5 Criticism
4.6 Methods of Assessment
4.7 Learning Styles and their Implication for Classroom and Outside Classroom Learning

5. MODELS OF TEACHING
5.1 Meaning of Teaching Model
5.2 Definitions of Teaching Models
5.3 Characteristics of Teaching Model
5.4 Assumptions of Teaching Models
5.5 Functions/Role of Teaching Models
5.6 Types of Teaching Models
5.7 Classification of Teaching Models
5.8 Fundamental Elements of Teaching Model
5.9 Criticism of Elements of a Model
5.10 Glaser's Basic Teaching Model
5.10.1 Why This Model is Called Basic Teaching Model
5.10.2 Assumption and Rationale of Basic Teaching Model
5.10.3 Structure/Description of Glaser's Basic Model of Teaching 106 Concept Attainment Model (CAM)
5.11 Concept Attainment model (CAM)
5.11.1 Basic Assumptions of CAM
5.11.2 Description of the Three Variations of CAM
5.11.3 Description of CAM
5.11.4 Educational Objectives of CAM
5.11.5 Merits of CAM
5.11.6 Limitations of CAM
5.11.7 Implications for Teachers
5.11.8 An Example Illustrating CAM


6. ORGANIZING LEARNING EXPERIENCES
6.1 Introduction
6.2 Concept and Meaning of Learning Experiences
6.3 Types of Learning Experiences
6.4 Concept of Organization of Learning Experiences
6.4.1 Organization of Learning Experiences for Effective Teaching-Learning Process


7. TEACHING LEARNING RESOURCES
7.1 Introduction
7.2 Teaching-Learning Resources
7.3 Concept and Meaning of Learning Resources
7.4 Types of Learning Resources
7.5 Importance of Resources in Teaching-Learning 7.6 Selection of Learning Resources
7.7 Objectives of Selecting Learning Resources 7.8 Principles of Selection and Utility
7.8.1 General Principles
7.8.2 Principles of Selecting Human-Learning Resources
7.8.3 Principles of Selecting Material Learning Resources
7.9 Identification of Appropriate Learning Resources
7.10 Procedure of Selection of Learning Resources
7.11 Different Types of Learning Resources
7.12 Role of the Head of the School


8. ODL (OPEN AND DISTANCE LEARNING) AND SELF-LEARNING
8.1 ODL (Open and Distance Learning)
8.1.1 Definition of Open and Distance Learning
8.1.2 Advantages of Open and Distance Learning
8.1.3 Disadvantages of Distance Learning
8.2 Self-Learning
8.2.1 Benefits of Self Learning
8.2.2 Disadvantages of Self Learning


9. APPROACHES TO LEARNING
9.1 Introduction
9.2 Behaviouristic Approach to Learning
9.2.1 Concept of Behaviouristic Approach to Learning
9.2.2 Characteristic of Behaviouristic Approach to Learning
9.2.3 Pavlov's Classical Conditioning
9.2.4 Elements of the Classical Conditioning Theory
9.2.5 Skinner's Operant Conditioning
9.2.6 Educational Implications of Behaviorist Approach
9.2.7 Limitations of Behaviouristic Approach
9.3 Cognitive Approach to Learning
93.1 Concept of Cognitive Approach to Learning
9.3.2 Characteristics of Cognitive Approach
9.3.3 Jean Piaget's Cognitive Approach to Learning
9.3.4 Educational Implications of Jean Piaget Theory
9.3.5 Limitations of Piaget's Approach
9.4 The Information Processing Approach
9.4.1 General Principles of Information Processing Approach
9.4.2 Characteristics of Information Processing Approach
9.4.3 Stage Model of Information Processing Humanistic Approach to Learning
9.5 Humanistic Approach to Learning
9.5.1 Concept of Humanistic Approach to Learning
9.5.2 Characteristics of Humanistic Approach to Learning
9.5.3 Contribution of Psychologists towards Humanistic
Psychology 9.5.4 Educational Implications of Humanistic Approach
9 5.5 Limitations of Humanistic Approach
9.5.6 Approaches to Learning Social Constructivist Approach
9.6 Social Constructivist Approach
9.6.1 More Knowledgeable Other
9.6.2 Zone of Proximal Development
9.6.3 Educational Implications


10. THEORIES OF LEARNING
10.1 Introduction
102 Trial and Error Theory of Learning (Thorndike)
10.2.1 Principles
10.2.2 Implications of this Theory
10.2.3 Advantages of this Theory
10.2.4 Disadvantages of the Theory
10.3 Classical Conditioning Theory of Learning (Pavlov)
10.3.1 Principles of Conditioning
10.3.2 Some Phenomenon of Classical Conditioning
10.3.3 Important Phases of Classical Conditioning
10.3.4 Educational Implications of Classical Conditioning Theory
10.4 Instrumental Conditioning Theory of Learning (Skinner)
10.5 Kohler's Insight Theory
10.6 Carl Rogers Experiential Learning Theory
10.7 Kurt Lewin's Theory
10.8 Social Learning Theory of Bandura
10.8.1 Social Cognition Theory
10.8.2 Self-Efficacy Theory
10.8.3 Significance of Social Learning Theory
10.9 Vygotsky's Socio-cultural Theory of Learning
10.9.1 Basic Notions of Vygotsky's Theory
10.9.2 More Knowledgeable Other (MKO)
10.9.3 Zone of Proximal Development (ZPD)
10.9.4 Scaffolding
10.9.5 Tools of Intellectual Adaptation
10.9.6 Vygotsky and Language
10.9.7 Views on Knowledge
10.9.8 Views on Motivation
10.9.9 Educational Implications or Classroom Applications


11. LEARNING AS CONSTRUCTION TRANSMISSION AND RECEPTION OF KNOWLEDGE
11.1 Introduction
11.2 Construction of Knowledge
11.2.1 Meaning of the Term: 'Construction of Knowledge' 25
11.2.2 Constructivist Learning
11.2.3 Characteristic Features or Basic Assumptions
11.2.4 Constructivist Theory of Learning
11.2.5 Process for Constructivist Learning Experiences
11.3 Learning as Transmission of Knowledge
11.3.1 Conditions for Implementation of the Transmisive Theory
11.3.2 Advantages of the Transmisive Theory
11.3.3 Disadvantages of the Transmisive Theory
11.4 Learning as Reception of Knowledge
11.5 Difference between Learning as the Construction of Knowledge
and Transmission and Reception of Knowledge



12. UPANISHADIC METHOD OF LEARNING
12.1 Introduction
12.2 Meaning of the Upanishads
12.3 Philosophy of Upanishads
12.3.1 Metaphysics
12.3.2 Epistemology
12.3.3 Ethics
12.4 The 13 Upanishads
12.5 Transition from the Vedas to Upanishads
12.5.1 Development of thought from the Vedas to the Upanishads
12.6 Upanishadic Method of Learning



13. COGNITION: MEANING, ROLE IN LEARNING, SOCIO-CULTURAL FACTORS INFLUENCING
COGNITION AND LEARNING
13.1 Introduction
13.2 Meaning of Cognition
13.3 Definitions of Cognition
13.4 Types of Cognitive Processes
13.5 Role of cognition in learning
13.6 Socio-Cultural Factors Influencing Cognition and Learning



14. INTELLIGENCE: CONCEPT, NATURE AND THEORIES
14.1 Concept and Meaning of Intelligence
14.2 Definitions
14.3 Nature of Intelligence
14.4 Kinds of Intelligence
14.5 Theories of Intelligence
14.5.1 Spearman's Two-Factor Theory
14.5.2 Guilford's Factor Analytical Theory
14.5.3 Cattell and Horn's Theory of Intelligence
14.5.4 Sternberg's Information Processing Theory
14.5.5 Howard Gardner's Theory of Multiple Intelligence
14.6 Emotional Intelligence (Ability Model)
14.7 Role of Heredity and Environment on Intelligence
14.7.1 Role of Heredity on Intelligence
14.7.2 Role of Environment on Intelligence
14.8 Basic Concepts in Intelligence Testing
14.9 Distribution of Intelligence
14.10 Measurement of Intelligence
14.11 Assessment of Intelligence Tests
14.11.1 Comparision of Verbal and Non-verbal Tests of Intelligence 300
14.11.2 Comparison of Individual Test and Group Test of Intelligence 303
14.12 Individual Tests of Intelligence
14.13 Group Tests of Intelligence 14.14 Intelligence Tests in India
14.15 Uses of Intelligence Tests
14.16 Misuse and Abuse of Intelligence Testing
14.17 Limitations of Intelligence-Tests
14.18 Cautions While Using an Intelligence Test



15. MOTIVATION
15.1 Introduction
15.2 Meaning of Motivation
15.2.1 Definitions of Motivation
15.2.2 Nature of Motivation
15.2.3 Characteristics of Motivation
15.3 Difference between Needs, Drives, Motives and Incentives
15.4 Need/Strategies of Teachers for Motivating Students
15.5 Intrinsic and Extrinsic Motivation
15.6. Maslow's Theory of Motivation
15.7 Role of Motivation in Learning



16. PERSONALITY
16.1 Concept of Personality
16.2 Nature of Personality
16.3 Characteristics/Features of Personality
16.4 Characteristics of Criteria for Integrated Personality
16.5 Theories of personality
16.5.1 Type Theories of Personality
16.5.2 Trait Theories of Personality
16.6 Uses of Personality Testing



17. INDIVIDUAL DIFFERENCES: CONCPET AND DETERMINANTS
17.1 Introduction
17.2 Concept of Individual Differences
17.3 Determinants/Causes of Individual Differences
17.4 Role of Heredity and Environment in Individual Differences
17.5 Catering to Individual Differences through Educational Programs