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005			20230315162843.0
008			220601b ||||| |||| 00| 0 eng d
040			_cIK
082			_a370.150 VIR
100			_aVirk, Jaswant K
245			_aLearning & Teaching
260			_aPatiala _bTwentyfirst Century Pub. _c2022
300			_a359p
506			_2CONTENTS: - 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
700			_aRajvir Kaur
700			_aBhardwaj, Sanjay
942			_2ddc _cGB
999			_c3259 _d3259