1st Half: Learning

Unit I: Understanding Learning:

          l  Nature of learning: learning as a process and learning as an outcome

          l  Types of learning: factual, associations, conceptual, procedural, generalizations, Principles and rules.

          l  Remembering and Forgetting—Factors of remembering—encoding, storage and retrieval. Information processing approach; Causes of forgetting; Strategies for effective memorization.

Unit II: Factors Influencing Learning:

          l  Concept, nature and types of motivation—intrinsic, extrinsic and achievement.

          l  Role of teacher in addressing various factors influencing learning—a few strategies—cooperative learning, peer tutoring, collaborative learning.

Unit III: Learning Paradigms:

          l Behavioristic Learning—Concept of connectionism (Thorndike) and conditioning (Pavlov & Skinner) and their educational implications.

          l  Cognitive Learning—Concept of Gestalt and its educational implications; Discovery learning (Bruner), Cognitive Constructivist Learning (Piaget)

          l  Social Cognitive Learning—Concept (Bandura), nature and implications. Teacher as role model.

          l  Social Constructivist Learning—Concept of Vygotsky, nature and implications.

          l  Humanistic Viewpoint of Learning—Carl Rogers (Self Concept Theory)

Unit IV: Transfer of learning:

          l  Concept, Importance, Nature and Types of Transfer of Learning

          l  Theories of Transfer of Learning

          l  Methods of enhancing Transfer of Learning

Unit V: Organization of Learning Experiences: Issues and Concerns:

          l  Role of school—Guidance, Mental health, Co-curricular activities.

          l  Strategies for organizing learning for diverse learners—Brainstorming, Within class grouping, Remedial teaching, Enrichment programme.

2nd Half: Teaching for Learning

Unit I: Understanding Teaching:

          l  Teaching: Concepts, definition, nature and characteristics factors affecting teaching.

          l  Relation between Teaching, Instruction and Training.

          l  Maxims of teaching—Role of teacher in effective teaching.

Unit II: Models of Teaching:

          l  Concept Attainment Model (CAM)

          l  Advance Organizer Model (AOM)

          l  Inquiry Training Model (ITM)

Unit III: Task of Teaching:

          l  Task of teaching: meaning, definition and variables in teaching task.

          l Phases of teaching task: pre-active, interactive and post-active.

          l  Essentials of effective teaching,

Unit IV: Levels & Approaches of Teaching:

          l Levels of Teaching: memory, understanding and reflective levels of teaching

          l  Approaches to Instruction: Constructivist approach to teaching, Cooperative and Group Discussion, Games, Debate, Quiz and Seminar.

          l  Programmed Instruction (PI) & Computer Assisted Instruction (CAI)

Unit V: Skills of Teaching:

          l  Skills of Teaching: Concepts, definition.

          l Micro-teaching: Meaning and Procedure

          l  Developing Teaching skills: Introducing the lesson, Questioning, Use of teaching aids, Reinforcement and Illustration.

          l  Modification of Teacher Behaviour-Flanders Interaction Analysis of Category System (FIACS).

Engagement with Field/Practicum:

Any one of the following:

         L   Simulated Teaching Practical                               

                   (5 lessons)

         L Presentation of Innovative Teaching

Mode of Transaction:                               Lecture, discussion, project work, field trip, assignment, seminar etc