Induction Program for Teachers 2024

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Induction Program for Teachers 2024

All rights reserved with Directorate of Professional Development (DPD), Khyber Pakhtunkhwa, Peshawar.

Session Plans – Educational Psychology

Induction Programme (IP)

Approved by: Directorate of Curriculum and Teacher Education (DCTE) Khyber Pakhtunkhwa, Abbottabad,
vide letter No. 6961-68/F.A1/Vol-I/DPD/SS-MD, dated: 20-11-2019.

Material Development Team of DPD:

S.No. Name Designation Institute
1 Ms. Rubina Qayyum Principal GGHS Urmar Miana Peshawar.
2 Mr. Qayyum Nawaz Sr. Subject specialist GHSS Ramak D.I.Khan.
3 Mr. Shakeel Ahmad SSS GHSS No.4 Kakshal Peshawar.
4 Dr. Benazira Subject Specialist DPD Peshawar
5 Munir Aslam Khattak Senior Instructor DPD Peshawar
6 Aman ullah Senior Instructor RPDC Jamrud
Developed under the supervision of:
Dr. Safia Noor Additional Director (Academic) DPD,
Khyber Pakhtunkhwa, Peshawar.

S.No. Name Designation Institute

1 Dr. Gul Nazir Subject Specialist DCTE Abbottabad
2 Ms. Jamila Tahira Principal RITE (F) Abbottabad

Reviewed under the supervision of:

Mr. Gohar Ali Khan, Director, Directorate of Curriculum & Teacher Education,
Khyber Pakhtunkhwa, Abbottabad.

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Table of Contents
Preface ............................................................................................................................... Error! Bookmark not defined.
Session 1: ........................................................................................................................................................................ 16
Handout 1.1 .................................................................................................................................................................... 20
Cognition and learning: How do students think and learn? ........................................................................................... 20
Handout 1.2 .................................................................................................................................................................... 22
How can Teachers curb or manage student behaviors and attitudes? .......................................................................... 22
Handout 1.3 a.................................................................................................................................................................. 24
Using Praise to Enhance Student Resilience and Learning Outcomes ............................................................................ 24
Handout 1.3 b ................................................................................................................................................................. 26
Avoid Praise for intelligence ........................................................................................................................................... 26
Handout 1.4 .................................................................................................................................................................... 27
A routine for distilling the essence of ideas non-verbally .............................................................................................. 27
Session 2: ........................................................................................................................................................................ 31
HANDOUTS ...................................................................................................................................................................... 34
Handout 2.1 .................................................................................................................................................................... 34
Definitions of Psychology ................................................................................................................................................ 34
Handout2.2 ..................................................................................................................................................................... 35
Types of Psychology ........................................................................................................................................................ 35
HANDOUT 2.3.................................................................................................................................................................. 38
Definition, Nature and Scope of Educational Psychology ............................................................................................... 38
WORKSHEET 2.1 .............................................................................................................................................................. 41
Branches of Psychology .................................................................................................................................................. 41
Handout 2.4 .................................................................................................................................................................... 42
Zamarrud Khan’s Story.................................................................................................................................................... 42
WORKSHEET 2.2 .............................................................................................................................................................. 44
Zamarrud Khan’s Story.................................................................................................................................................... 44
Handout 2.5 .................................................................................................................................................................... 45
Sample Template: Frayer Model..................................................................................................................................... 45
WORKSHEET 2.3 .............................................................................................................................................................. 47
Frayer Model ................................................................................................................................................................... 47
Session 3: ........................................................................................................................................................................ 48
Handout 3.1 .................................................................................................................................................................... 51
Advantages of Educational Psychology........................................................................................................................... 51
HANDOUT 3.2.................................................................................................................................................................. 52
Methods of Educational Psychology ............................................................................................................................... 52
WORSHEET 3.1 ................................................................................................................................................................ 54

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3 ways of reflective practices.......................................................................................................................................... 54

HANDOUT 3.4.................................................................................................................................................................. 57
Scientific Method ............................................................................................................................................................ 57
Handout 3.5 .................................................................................................................................................................... 58
Read the brief history of the Microwave Oven and identify the scientific method ....................................................... 58
Handout 3.6 .................................................................................................................................................................... 59
Connective of scientific method with classroom ............................................................................................................ 59
Handout 3.7 .................................................................................................................................................................... 60
Observation..................................................................................................................................................................... 60
HANDOUT 3.8.................................................................................................................................................................. 62
Observation as a Data Collection Method ...................................................................................................................... 62
Session 4: ........................................................................................................................................................................ 65
HANDOUTS ...................................................................................................................................................................... 69
Handout 4.1 .................................................................................................................................................................... 69
Session 5: ........................................................................................................................................................................ 70
HANDOUTS ...................................................................................................................................................................... 73
Handout 5.1 .................................................................................................................................................................... 73
Stages of Child Growth and Development ..................................................................................................................... 73
Handout 5.2 .................................................................................................................................................................... 78
Emotional Development and Its Progression ................................................................................................................. 78
Session 6: ........................................................................................................................................................................ 80
HANDOUTS ...................................................................................................................................................................... 83
Handout 6.1 .................................................................................................................................................................... 83
Definitions and details of social development ................................................................................................................ 83
Handout 6.2 .................................................................................................................................................................... 84
Concept of social development ....................................................................................................................................... 84
Handout 6.3 .................................................................................................................................................................... 86
Theories of social development ...................................................................................................................................... 86
Handout 6.4 .................................................................................................................................................................... 90
Importance and characteristics of social development .................................................................................................. 90
Worksheet 6.1 ................................................................................................................................................................. 95
Trace the pattern of your own social development ....................................................................................................... 95
Session 7: ........................................................................................................................................................................ 96
HANDOUTS ...................................................................................................................................................................... 99
Handout 7.1 .................................................................................................................................................................... 99
Physical Development ..................................................................................................................................................... 99
Handout 7.2 .................................................................................................................................................................. 100

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Stages of Physical Development ................................................................................................................................... 100

HANDOUT 7.3................................................................................................................................................................ 102
Activates for Physical Development ............................................................................................................................. 102
Handout 7.4 .................................................................................................................................................................. 106
Importance of physical development ........................................................................................................................... 106
Handout 7.5 .................................................................................................................................................................. 108
Effects of physical development ................................................................................................................................... 108
Session 8: ...................................................................................................................................................................... 109
Handout 8.1 .................................................................................................................................................................. 112
Perspectives .................................................................................................................................................................. 112
Handout 8.2 .................................................................................................................................................................. 113
Definitions of Learning .................................................................................................................................................. 113
Handout 8.3 (a) ............................................................................................................................................................. 114
Handout- 8.3(b) ............................................................................................................................................................. 115
Concept Web................................................................................................................................................................. 115
Handout 8.4 .................................................................................................................................................................. 116
Nature of learning ......................................................................................................................................................... 116
Handout: 8.5 ................................................................................................................................................................. 117
Types of learning styles ................................................................................................................................................. 117
Worksheet 8.1 ............................................................................................................................................................... 119
Worksheet 8.2 (a) ......................................................................................................................................................... 120
What's Your Learning Style? ......................................................................................................................................... 120
Worksheet-8.2 (b) ......................................................................................................................................................... 123
Key................................................................................................................................................................................. 123
Session 9: ...................................................................................................................................................................... 124
HANDOUTS .................................................................................................................................................................... 127
HANDOUT 9.1................................................................................................................................................................ 127
Higher and lower order thinking skills .......................................................................................................................... 127
HANDOUT 9.2................................................................................................................................................................ 129
Revised bloom’s taxonomy action verbs ...................................................................................................................... 129
Session 10: .................................................................................................................................................................... 130
HANDOUTS .................................................................................................................................................................... 133
HANDOUT 10.1.............................................................................................................................................................. 133
Can you see, What I Can’t? ........................................................................................................................................... 133
HANDOUT 10.2 (A) ........................................................................................................................................................ 134
Paradigm Shift ............................................................................................................................................................... 134
HANDOUT 10.2(B) ......................................................................................................................................................... 135

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Paradigm Shift in Education .......................................................................................................................................... 135

HANDOUT 10.3.............................................................................................................................................................. 136
Physiological Factors ..................................................................................................................................................... 136
Handout10.4 ................................................................................................................................................................. 138
Psychological factors ..................................................................................................................................................... 138
Handout10.5 ................................................................................................................................................................. 140
Environmental Factors .................................................................................................................................................. 140
HANDOUT 10.6.............................................................................................................................................................. 141
INSTRUCTIONAL FACTORS: ........................................................................................................................................... 141
WORKSHEETS ................................................................................................................................................................ 142
Worksheet 10.1 ............................................................................................................................................................. 142
Worksheet 10.2 ............................................................................................................................................................. 143
Session: 11 .................................................................................................................................................................... 144
HANDOUTS .................................................................................................................................................................... 147
Handout 11.1(a) ............................................................................................................................................................ 147
Transfer of Learning ...................................................................................................................................................... 147
Handout-11.1(b)............................................................................................................................................................ 149
Types of Transfer of Learning: ...................................................................................................................................... 149
Handout 11.2 ................................................................................................................................................................ 151
Another Day in Paradise by Phil Collins ........................................................................................................................ 151
Worksheet 11.1 ............................................................................................................................................................. 152
Handout 11.3 ................................................................................................................................................................ 153
Instructional strategies for transfer .............................................................................................................................. 153
HANDOUT 11.4.............................................................................................................................................................. 154
Strategies for Transfer of Learning ............................................................................................................................... 154
Session: 12 .................................................................................................................................................................... 155
HANDOUTS .................................................................................................................................................................... 158
Handout 12.1 ................................................................................................................................................................ 158
Handout 12.2 ................................................................................................................................................................ 162
Cognitivist/ Cognitive theory of learning: ..................................................................................................................... 162
Handout 12.3 ................................................................................................................................................................ 164
The Theory of Social Constructivism by Lev Vygotsky .................................................................................................. 164
Hand out 12.4 ............................................................................................................................................................... 167
Activates Using theories of Learning ............................................................................................................................ 167
Worksheet 12.1 ............................................................................................................................................................. 170
Session 13: .................................................................................................................................................................... 171
HANDOUTS .................................................................................................................................................................... 174

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Handout 13.1 ................................................................................................................................................................ 174

Meaning and Purposes of Mental Hygiene:.................................................................................................................. 174
Handout 13.2 ................................................................................................................................................................ 175
Aims and Tips for Mental Hygiene: ............................................................................................................................... 175
Handout 13.3 ................................................................................................................................................................ 176
Worksheet 13.1 ............................................................................................................................................................. 177
Worksheet 13.2 ............................................................................................................................................................. 179
Session 14: .................................................................................................................................................................... 180
Handout- 14.1 ............................................................................................................................................................... 182
Challenges and solutions .............................................................................................................................................. 182
Handout 14.2 ................................................................................................................................................................ 184
Specific mental illnesses ............................................................................................................................................... 184
Worksheet 14.1 ............................................................................................................................................................. 187
Worksheet 14.2 ............................................................................................................................................................. 189
Worksheet 14.3 ............................................................................................................................................................. 190
Worksheet 14.4 ............................................................................................................................................................. 191
Worksheet 14.5 ............................................................................................................................................................. 192
Reflection ...................................................................................................................................................................... 192
Session 15: .................................................................................................................................................................... 193
HANDOUTS .................................................................................................................................................................... 196
Handout 15.1 ................................................................................................................................................................ 196
Mental Hygiene Concept and importance in Education: .............................................................................................. 196
Handout 15.2 ................................................................................................................................................................ 199
Factors affecting mental health .................................................................................................................................... 199
Handout 15.3 ................................................................................................................................................................ 203
How does mental illness affect my school performance? ............................................................................................ 203
Session 16: .................................................................................................................................................................... 205
HANDOUTS .................................................................................................................................................................... 208
HANDOUTS 16.1 ............................................................................................................................................................ 208
Factors effecting mental health of students ................................................................................................................. 208
Handout 16.2 ................................................................................................................................................................ 210
School Climate: School-related factors that influence student’ performance. ............................................................ 210
Worksheet- 16.1 ........................................................................................................................................................... 212
(Micro Teaching Feedback Proforma)........................................................................................................................... 212
Worksheet 16.2 ............................................................................................................................................................. 213
Session 17: .................................................................................................................................................................... 214
HANDOUTS .................................................................................................................................................................... 217

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Handout- 17.1 ............................................................................................................................................................... 217

Identify the Stranger ..................................................................................................................................................... 217
Handout 17.2 ................................................................................................................................................................ 218
Definition of Intelligence............................................................................................................................................... 218
Handout 17.3 ................................................................................................................................................................ 219
Nature of Intelligence ................................................................................................................................................... 219
HANDOUT 17.4.............................................................................................................................................................. 220
Intelligence .................................................................................................................................................................... 220
Handout 17.5 ................................................................................................................................................................ 221
Theories of Intelligence................................................................................................................................................. 221
Worksheet 17.1 ............................................................................................................................................................. 225
Session 18: .................................................................................................................................................................... 226
HANDOUTS .................................................................................................................................................................... 230
Handout 18.1 ................................................................................................................................................................ 230
Heredity and its effects upon Intelligence .................................................................................................................... 230
Handout 18.2 ................................................................................................................................................................ 231
What is environment? .................................................................................................................................................. 231
Handout 18.3 ................................................................................................................................................................ 233
Which is more effective in determining intelligence; nature or nurture? .................................................................... 233
Session 19: .................................................................................................................................................................... 234
HANDOUTS .................................................................................................................................................................... 239
Handout 19.1 ................................................................................................................................................................ 239
What are individual differences? .................................................................................................................................. 239
Linda Gottfredson ......................................................................................................................................................... 239
Worksheet 19.1 ............................................................................................................................................................. 240
Movie Clip Wonder ....................................................................................................................................................... 240
Worksheet 19.2 ............................................................................................................................................................. 241
Movie Clip Gifted .......................................................................................................................................................... 241
Handout 19.2 ................................................................................................................................................................ 242
Types of Individual Differences ..................................................................................................................................... 242
Handout 19.3 ................................................................................................................................................................ 250
Causes of Individual Differences ................................................................................................................................... 250
Worksheet 19.3 ............................................................................................................................................................. 252
How are you different from me? .................................................................................................................................. 252
Handout 19.4 ................................................................................................................................................................ 253
The significance of individual differences in education ................................................................................................ 253
Handout 19.5 ................................................................................................................................................................ 254

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For Home Assignment ................................................................................................................................................... 254

Worksheet 19.4 ............................................................................................................................................................. 256
Case Studies .................................................................................................................................................................. 256
Session 20: .................................................................................................................................................................... 257
HANDOUTS .................................................................................................................................................................... 261
Handout 20.1 ................................................................................................................................................................ 261
(LMS) ............................................................................................................................................................................. 261
Handout 20.2 ................................................................................................................................................................ 262
Some application ideas for using the MI in classroom ................................................................................................. 262
Handout 20.3 ................................................................................................................................................................ 263
Extra material for facilitator.......................................................................................................................................... 263
Session 21: .................................................................................................................................................................... 267
HANDOUTS .................................................................................................................................................................... 270
Handout 21.1 ................................................................................................................................................................ 270
Meaning of Guidance for Different Persons ................................................................................................................. 270
Hand out 21.2 ............................................................................................................................................................... 271
Definitions of Guidance ................................................................................................................................................ 271
Handout 21.3 ................................................................................................................................................................ 273
Need of Guidance ......................................................................................................................................................... 273
Handout 21.4 ................................................................................................................................................................ 275
Principles of guidance ................................................................................................................................................... 275
Handout 21.5 ................................................................................................................................................................ 278
Differance between guidance and counseling.............................................................................................................. 278
Worksheet No. 21.1 ...................................................................................................................................................... 280
Nature of Guidance ....................................................................................................................................................... 280
Worksheet 21.2 ............................................................................................................................................................. 282
Case studies .................................................................................................................................................................. 282
Worksheet 21.3 ............................................................................................................................................................. 283
Comparison between Guidance and Counseling .......................................................................................................... 283
Session 22: .................................................................................................................................................................... 284
HANDOUTS .................................................................................................................................................................... 287
Handout 22.1 ................................................................................................................................................................ 287
Role of Guidance in Schools .......................................................................................................................................... 287
Worksheet 22.1 ............................................................................................................................................................. 292
Role of Guidance in Schools .......................................................................................................................................... 292
Session 23: .................................................................................................................................................................... 294
HANDOUTS .................................................................................................................................................................... 297

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Handout 23.1 ................................................................................................................................................................ 297

Group A. The meaning of Counseling ........................................................................................................................... 297
Handout 23.2 ................................................................................................................................................................ 300
Principles of Counseling ................................................................................................................................................ 300
Handout 23.3 ................................................................................................................................................................ 301
Worksheet 23.3 (A) ....................................................................................................................................................... 302
Worksheet 23.3 (B) ....................................................................................................................................................... 303
Worksheet 23.3 (C) ....................................................................................................................................................... 304
Handout 23.4 ................................................................................................................................................................ 305
Guidelines for teachers ................................................................................................................................................. 305
Session 24: .................................................................................................................................................................... 307
HANDOUTS .................................................................................................................................................................... 310
Handout24.1 ................................................................................................................................................................. 310
Organization of Guidance services in Schools. ............................................................................................................. 310
Worksheet 24.1 ............................................................................................................................................................. 312
Organization of Guidance services in Schools. ............................................................................................................. 312
Handout24.2 ................................................................................................................................................................. 314
Role, Need, objectives and importance of Guidance Services in School ...................................................................... 314

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Acronyms

E&SED Elementary and Secondary Education Department

DCTE Directorate of Curriculum and Teacher Education
PITE Provincial Institute of Teacher Education
RITE Regional Institute for Teacher Education
FITE FATA Institute for Teacher Education
DFID Department for International Development
ASI Adam Smith International
DE&SE Directorate of Elementary & Secondary Education
A.V. Aids Audio Visual Aid
IP Induction Program
AY Academic Year
EU-TA European Union Technical Assistance
FY Financial Year
KESP-TA Khyber Pakhtunkhwa Education Sector Program-Technical Assistance
LMT Lead Master Trainers
LMS Learning Management System
SE Subject Experts
SP Session Plan
SLOs Student Learning Outcomes
TNA Training Need Assessment
TPD Teacher Professional Development
ToT Training of Trainer
ADE Associate Degree of Education
B.Ed Batchelor of Education

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Preface
The government of Khyber Pakhtunkhwa Elementary and Secondary Education Department (E&SED)
successfully launched and completed Phase-I (2018-19), Phase-II (2019-2020) and Phase-III (2022-23) of
the Induction Program for newly recruited teachers. Positive feedback from the stakeholders encouraged
E&SED Khyber Pakhtunkhwa to continue the practice of offering Induction Program to newly Recruited
Teachers.
The quality education issues that were identified before IP-phase-II, IP Phase-III and the assumption that
the newly Recruited Teachers were likely to lack significant professional competencies and content
knowledge were confirmed in pre-test. Moreover, after completion it was evident in the results of the
trainee teachers that the identified gaps were, to a greater extent, bridged. Hence, it was safely concluded
that the Induction Program proved instrumental in addressing the newly recruited teachers’ challenges in
terms of their content clarity and pedagogical skills.
In depth analysis of the data both from IP Phase-II & III highlighted that trainee teachers still need further
improvements in pedagogical underpinnings of the teaching and learning process. The findings from IP
Phase-I, II & III were incorporated in designing IP Phase-IV. In addition, the integration of smarter
technology and the challenges posed by the COVID-19 pandemic have transformed the mode of delivery of
the program to the blended mode of learning. Consequently, content and mode of delivery were amended
to adapt to the emerging requirements. So the 50-days face-to-face sessions of Foundational Courses
including Curriculum and Instruction, Educational Psychology, Classroom Assessment, School Organization
and Management, Use of ICT in Education, and Classroom Assessment and Management (for PSTs only)
was implemented through blended model via LMS. Now the Foundational Courses including Curriculum
and Instruction, Educational Psychology, Classroom Assessment, School Organization and Management,
Use of ICT in Education, and Classroom Assessment and Management (for PSTs only) is going to be
implemented in Face-to-Face mode as reflected in the revised Scheme of Studies (SoS) for IP, notified by
DCTE, Abbottabad vide notification No.8053-56/C&TR/dated:11/11/2021. The courses are selected
keeping in view their importance and proximity to teaching and learning process and according to the
revised SoS. The structure of Foundation Courses in IP phase-IV is comprised of 50 Days face-to-face
sessions.
This document has been made possible with the support of Khyber Pakhtunkhwa Human Capital
Investment Project (KP-HCIP) E& SED KP.
I truly appreciate the content developers and reviewers whose untiring efforts resulted in a quality
document that certainly will prove to be a stepping-stone in the field of teachers training in the province of
Khyber Pakhtunkhwa.

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I sincerely hope that this module will go a long way in accomplishing the desired skills of the trainee
teachers in order to make them thorough professionals so that that they could serve the Elementary &
Secondary Education Department Khyber Pakhtunkhwa to the best of their abilities.

Muhammad Mutahir
Director DPD, Khyber Pakhtunkhwa, Peshawar.

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About Course Module

Educational psychology is the study of how people learn. It is the branch of psychology concerned with
schools, teaching psychology, educational issues and student concerns. It uses psychological conceptsand
research methods to understand teaching, learning, and human development (Berliner,2006). Guy
Lefrancois (1994) describes it as a study of human behavior in an education setting.This course is an
introduction to educational psychology that covers the basic concepts, theories, and principles of human
development, learning, learning behaviors, motivation, individual differences, intelligence, memory,
thinking, creativity and teaching strategies. Additionally, it relates how these concepts are applied to
classroom teaching. In an educational setting, it is essential for teachers to know about human
development and how students learn and allow them to learn according to their own pace and ability.
Where this course covers the concepts on individual differences and different types of learners, it also
includes topics around emotional, social and physical growth in children. To facilitate teachers, the course
is designed not only to equip them with essential knowledge about the various theories on ‘child as a
developing organism,’ ‘intellectual development,’ ‘mental health and classroom,’ but it also ensures that
teachers are provided with innovative and creative teaching strategies that make teaching and learning a
meaningful and an enriching experience.
In addition to the areas mentioned above the Educational Psychology course also includes the topics of
‘Guidance and Counselling,’ thus providing a holistic vision of the breadth and scope of this area of study.
From the role and function of guidance and counselling to the nature and scope of educational psychology,
the teaching and learning process cannot be complete without teachers and headteachers having a
researcher’s mindset since their work centres around ‘how students learn.’ Keeping this crucial aspect in
mind, the course introduces teachers to the basics of educational research McMillan (2004), which is
geared to help them determine strategies and teaching practices that will lead to effective learning
outcomes (Creswell, 2005; Zemelman,Daniels, & Hyde, 2005).
This 50 days Educational Psychology module details the concept of educational psychology, learning and its
application in the classroom.
At the end of this course, trainee teachers will be able to:
• Identify the types of Psychological questions a teacher can ask and problem s he/ she attempts to
resolve.
• Trace the development of a child from birth to adolescence.
• Measure the development of human learning and adapt teaching to these differences.
• Explore the development of human learning and factors influencing learning.

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• Identify practical problems related to teaching and learning both in and out of the classroom.
• Outline briefly different theories of personality and their relationship to schooling.
• Demonstrate how the effective use of Psychological principles can great a more enlightened
curriculum process in schools.
This course module covers six instructional units over the span of eight weeks. Each unit is further divided
into topics and subtopics. Variety of teaching strategies are employed to help participants to become
critical thinkers and problem solvers. In this manual, the activities follow step by step instructions for
trainers. Tentative timings are also given for each activity that can help the trainer to effectively utilize
time to meet the objectives of each session. The Worksheets and Handouts, which will be used in these
sessions, are attached at the end of each session for ready reference.
Following are some of the instructions for facilitators:
• Please read each session plan carefully before delivering the training, review all the Handouts,
Worksheets and video resources according to the designed activities.
• You will find reflection questions at the end of each session. Make sure toCollect written/oral
reflections from the trainee teacher before starting the session.
• Read them carefully and prepare a comprehensive feedback for the class.
• It is expected that this module will be helpful for you to further train trainee teachers.

Wish you good luck!

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Session 1: Introductory Session Time: 120 Minutes

Unit 1
Educational Psychology

Sub Topic
• Cognition and Learning: How do students think and learn?
• Growth versus Fixed Mindset
• Using Praise to enhance student resilience and learning outcomes
Objectives of the Session
The trainee teacher will able to
• Identify common challenges that every teacherfaces.
• Analyze and suggest solutions to deal with behaviors that disrupt the process of teaching and
learning
• Recognize the importance of Growth mindset by watching Ted Talk by Carol Dweck
• Demonstrate an understanding of using praise effectively
Teaching AIDS
Markers, Writing board, blank/prepared Charts

Required Resources
• Handout 1.1: Cognition and learning: How do students think and learn?
• Handout 1.2: How can Teachers curb or manage student behaviors and attitudes?
• Handout 1.3 a: Using Praise to Enhance Student Resilience and Learning Outcomes
• Handout 1.3 b: Avoid Praise for intelligence
• Handout 1.4: Description of a Visible Thinking Routine
• Worksheet 1.1: CSI: Colour Symbol Image
Introduction of the Session 05 minutes
• Welcome the trainee teachers in their first educational psychology class.
• Introduce yourself and share a brief about the course.
Instructions/Activities

Activity 1: The Business of Teaching 20 minutes

• Begin the session by asking teachers questions on the Slide titled, ‘The Business of Teaching.’

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• Give them three minutes to think about these questions

• Take random responses from a few of them and write the responses on the white board
• Show them the following chart.

• Initiate a discussion on this chart

• Conclude this activity by discussing the importance of teaching and the purpose of teaching

Activity 2:Growth and the Fixed mindsets 50 minutes

• Divide the class into appropriate number of groups.
• Tell them to read and discuss Handout 1.1.on Growth and the Fixed mindsets.
• Tell them to link these with examples from their classroom practices.

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• Ask them to watch video & take notes as onCarol Dweck’s Ted Talk.
• Ask a few of them to share any significant points they picked from the talk.
• Conclude this activity by reinforcing the pros and cons of growth and of a fixed mindset.
Activity 3: 40 minutes
• Divide the class into two groups and instruct to discuss handouts within their groups.
o Group A:read Handout 1.3 a.
o Group B:read Handout 1.3 b.
• After discussion, invite both the groups one by one to share main points of the handouts.
• Share with them the concept of the visible thinking routine, CSI: Colour Symbol Image given below
is a brief for the instructor about using this visible learning routine/strategy. Also, on Handout 3.4,
see a sample exercise on the handout for further clarity
Teacher’s Input:
• CSI: A Visible Learning Routine: Are you reading/listening/watching, make note of things that you
find interesting, important, or insightful. When you finish, choose 3 of these items that most stand
out for you.
• For one of these, choose a colour that you feel best represents or captures the essence of that idea.
• For another one, choose a symbol that you feel best represents or captures the essence of that
idea.
• For the other one, choose an image that you feel best represents or captures the essence of that
idea.
• With a partner first share your colour and then share the item from your reading that it represents.
Tell why you chose that colour as a representation of that idea. Repeat the sharing process until
every member of the group has shared his or her Colour, Symbol, and Image.
• Ask them to complete worksheet 1.1the CSI by thinking about ‘Using Praise as a teaching strategy.’

o What is the Colour of Praise?

o What is the Symbol for Praise that comes to your mind?
o What image does Praise take for you?
o Organize a Gallery walk.
o Invite a few groups to explain their CSI activity.

• Conclude the activity by reiterating the importance of a growth mindset and praise to enhance
student learning.
Additional Learning Material
http://psychlearningcurve.org/these-psychological-principles-will-help-your-students-learn-more-
effectively/
Assessment 05 minutes
• Explain the concept of the growth mindset.
• Explain what it means when Carol Dweck says, ‘the Power of Yet,’
• Describe the concept of praise and why one should avoid praising intelligence
• Collect their responses.
• Give feedback/input on their responses if needed.

Home Assignment:
• Ask them to bring their written reflections which will become the part of their portfolio.

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Teaching Strategies/ Tips for the Trainee teachers

Share with the trainee teachers that today we have used following teaching learning strategies:
• Group/pair work
• Discussion
• Presentation
• Video watching

References
• https://www.google.com/search?sxsrf=ACYBGNSsSCoxu-
j0YMmSBsGFbsoNDH8M7A:1575017509247&q=colour+symbol+image+thinking+routine&tbm=isch&source=
univ&sa=X&ved=2ahUKEwj4iJ25hY_mAhUFExoKHfUfBhYQsAR6BAgIEAE&biw=1536&bih=722&dpr=1.25
• http://psychlearningcurve.org/these-psychological-principles-will-help-your-students-learn-more-
effectively/
• https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve#t-432250

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HANDOUTS

Handout 1.1
Cognition and learning: How do students think and learn?

A great deal of research from cognitive and educational psychology has discovered how thinking and
learning can be improved in the classroom. Growth mindset has been identified as the most important
principle that impacts student learning positively. Below is a review of the first principle, ‘Growth
mindset,’ and potential applications for their use in teaching practices.

Growth mindset: Students’ beliefs or perceptions about intelligence and ability affect their cognitive
functioning and learning.

Research shows that learners who hold the growth mindset that intelligence is malleable, and success is
related to effort level are more likely to remain focused on goals and persist despite setbacks. A great way
to start off the year in a psychology class is with a discussion of growth versus fixed mindsets because it
helps students understand how their beliefs about intelligence can influence their own academic success.

Fixed versus Growth Mindset

These findings are also related to achievement gaps. Students drop out of challenging programs or do not
hold appropriately high educational aspirations for themselves because they believe or fear that they
"don't have what it takes" to succeed. In fact, the problem may be that these students need only to apply
more effort or use different strategies in order to succeed.
You may remember from an introductory psychology course that in the 1960s, Albert Bandura began his
work on social cognition. He introduced us to the fundamental idea of human "agency" (making purposeful
decisions and exercising one's capacity to make a difference) and to the practical importance of feeling and
being in control of your life. Bandura's theories and research (see, for example, Bandura, 1997) have been
highly influential throughout psychology and education.
Then, in the mid-1970s, Carol Dweck (research psychologist at Stanford University) began to build on
Bandura's work and focused directly on educational settings. Dweck's work addressed how people
generate beliefs about their own abilities, and the effects of those beliefs on their schoolwork. It is
primarily the work of Dweck and her colleagues that is discussed here.
Dweck and others (1999) have shown that when students hold the belief that intelligence is unchangeable
(called the "fixed mindset"), it leads them to worry about whether their intelligence is high or low. As a

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result, they want to avoid looking or feeling dumb. And when they do meet with challenges or setbacks,
students with a fixed mindset are more likely to exhibit academic withdrawal and alienation, and
decreased engagement with learning — all of which lead to lower achievement.
In contrast, when students believe that intelligence can be increased through their own efforts, good
strategies and help from others (called the "growth mindset"), it leads to increased effort and the desire to
seek out challenges. The growth mindset is associated with the development of self-efficacy and resilience,
which are important in all facets of life. Because those with a growth mindset believe that their intelligence
can be developed, they show increased resilience in the face of difficulties and setbacks. All of this leads to
higher academic achievement.
How we talk to our students about their performances and work products affects their mindsets. Feedback
for intelligence increases fixed mindset thinking; feedback for effort and strategies decreases it.

Fortunately, Dweck and her colleagues have also found that fixed mindsets are susceptible to change with
relatively straightforward interventions, such as how praise is given for learning outcomes (e.g., Dweck,
2000; Dweck & Molden, 2005, Kamins & Dweck, 1999; Mueller & Dweck, 1998).

Dweck's research has shown that it is more constructive to attribute successes and failures to effort and to
successful selection and use of problem solving strategies that are under one's own control, rather than to
attribute successes to an unchangeable entity labeled "intelligence," which would not be under one's own
control.

Reference:http://psychlearningcurve.org/these-psychological-principles-will-help-your-students-
learn-more-effectively/

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Handout 1.2
How can Teachers curb or manage student behaviors and attitudes?

TASKS #1

TASK #2

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TASK #3

TASK #4

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Handout 1.3 a
Using Praise to Enhance Student Resilience and Learning Outcomes
Helping students 'bounce back' in the face of difficulties

Teachers are often puzzled about what to do when students don't make an effort to learn, or when they
become discouraged by setbacks or with material, they perceive to be too difficult. One cause of this
behavior is the mindset that many students have about their own intelligence. Research has clearly
demonstrated that having the mindset that you are either smart or not smart has serious negative
consequences for learning. Fortunately, one powerful way that you can intervene as a teacher is by being
careful about how you give students praise. Offering praise for students' work and efforts can alter this
mindset so that students can begin to view their own intelligence as something that can be developed. This
mindset of developing intelligence will increase students' ability to "bounce back" in the face of academic
setbacks and other difficulties.
Provide Feedback to Encourage Growth mindset
How we talk to our students about their performances and work products affects their

mindsets. Feedback for intelligence increases fixed mindset thinking; feedback for effort

and strategies decreases it.

Fortunately, Dweck and her colleagues have also found that fixed mindsets are susceptible to change with
relatively straightforward interventions, such as how praise is given for learning outcomes (e.g., Dweck,
2000; Dweck & Molden, 2005, Kamins & Dweck, 1999; Mueller & Dweck, 1998).
Dweck's research has shown that it is more constructive to attribute successes and failures to effort and to
successful selection and use of problem solving strategies that are under one's own control, rather than to
attribute successes to an unchangeable entity labeled "intelligence," which would not be under one's own
control.
An important finding of this line of research has been that fixed mindsets about intelligence are more
harmful for women and under-represented minorities that is, for those laboring under negative ability
stereotypes. This has been found to be true for a wide range of ages and academic achievement levels.
Strategy to provide feedback
How does the strategy of praising students for effort and effective strategies work?
• A person's beliefs about why successes and failures occur are very powerful predictors of their
behavior in the face of difficulties.
• Belief that intelligence is unchangeable (fixed mindset) leads to withdrawal of effort when
difficulties that challenge a person's view of his or her own intelligence are encountered.

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• These beliefs have been measured by Dweck and colleagues (Dweck, 1999) by asking people how
much they agree or disagree with statements such as, "Your intelligence is something basic about
you that you can't really change" (fixed mindset statement) or "No matter who you are, you can
substantially change your level of intelligence" (growth mindset statement).
• Belief that intelligence can be increased through effort — staying with the task and finding the right
strategy ("growth mindset") — leads to increased effort and challenge-seeking.
• Growth mindsets lead to resilience and higher academic achievement.
• Fixed mindsets lead to increased probability of academic withdrawal and alienation, and decreased
engagement — all of which lead to lower achievement.
• Praise for intelligence increases fixed-mindset thinking. Praise for effort and strategies decreases it

http://psychlearningcurve.org/these-psychological-principles-will-help-your-students-learn-more-
effectively/

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Handout 1.3 b
Avoid Praise for intelligence

Teachers are often puzzled about what to do when students don't make an effort to learn, or when they
become discouraged by setbacks or with material, they perceive to be too difficult. One cause of this
behavior is the mindset that many students have about their own intelligence. Research has clearly
demonstrated that having the mindset that you are either smart or not smart has serious negative
consequences for learning. Fortunately, one powerful way that you can intervene as a teacher is by being
careful about how you give students praise. Offering praise for students' work and efforts can alter this
mindset so that students can begin to view their own intelligence as something that can be developed. This
mindset of developing intelligence will increase students' ability to "bounce back" in the face of academic
setbacks and other difficulties.
The key to this strategy is the well-established psychological concept of attributions — what a person
thinks causes his or her successes and failures. Are your successes and failures due to things you have
control over? Or, do you relinquish responsibility for directing your life decisions because you believe that
your successes and failures are due to forces beyond your control, such as bad luck, poor teaching, or just
being too "dumb"?
Although praise for intelligence is usually well-intentioned and can be motivating when students are doing
well, it backfires when students eventually face work that is difficult for them. When this happens, the
failure is a threat to the person's sense of his or her own intelligence — a situation to avoid. Thus, praise
for intelligence is a short-term strategy that makes successful students feel good at the moment, but one
that is detrimental to students in the longer run.
Does this apply to your own children? Most people believe that it is good for children's learning to praise
their intelligence. Praise for intelligence might be conducive to learning only as long as the work is easy for
the child; otherwise such praise has many unfortunate side effects. Mueller and Dweck (1996) reported
that 85% of parents hold the erroneous belief that praising children's intelligence when they do well is
necessary for children's self-esteem and academic development. On the surface, this may be intuitively
appealing and is endorsed by many parents and educators because it seems to be ego boosting and
encouraging. However, this well-intentioned but erroneous belief is clearly contradicted by extensive
research.

Reference: https://www.apa.org/education/k12/using-praise

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Handout 1.4
A routine for distilling the essence of ideas non-verbally

Are you reading/listening/watching, make note of things that you find interesting, important, or insightful.
When you finish, choose 3 of these items that most stand out for you.

For one of these, choose a colour that you feel best represents or captures the essence of that idea.
For another one, choose a symbol that you feel best represents or captures the essence of that idea.
For the other one, choose an image that you feel best represents or captures the essence of that idea.

With a partner or group first share your colour and then share the item from your reading that it
represents. Tell why you chose that colour as a representation of that idea. Repeat the sharing process
until every member of the group has shared his or her Colour, Symbol, and Image.

Purpose: What kind of thinking does this routine encourage?

This routine asks students to identify and distill the essence of ideas from reading, watching or listening in
non-verbal ways by using a colour, symbol, or image to represent the ideas.

Application: When and where can I use it?

This routine can be used to enhance comprehension of reading, watching or listening. It can also be used
as a reflection on previous events or learnings. It is helpful if students have had some previous experience
with highlighting texts for important ideas, connections, or events. The synthesis happens as students
select a colour, symbol, and image to represent three important ideas. This routine also facilitates the
discussion of a text or event as students share their colours, symbols, and images.

Launch: What are some tips for starting and using this routine?

After the class has read a text, you might ask the class to identify some of the interesting, important, or
insightful ideas from the text and list these on the board. Write CSI: Colour, Symbol, Image on the board.
Select one of the ideas the class has identified. Ask students what colour might they use to represent the
essence of that idea? What colour captures something about that idea, maybe it is the mood or tone.
Select another idea and ask the class what symbol they could use to represent that idea. You might define
a symbol as a simple line representation or uncomplicated drawing, such as two crossed lines to denote an
intersection of ideas, or a circle to represent wholeness or completeness. Then pick another idea from the

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list and ask students what image they might use to represent that idea. You might define an image as a
visual image or metaphor that is more complex and fully developed than just a symbol.

Following is the Visible Thinking Routine to demonstrate understanding on the concept of ‘Bullying’

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WORKSHEET 3.1

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Session 2: Educational Psychology Time: 120 Minutes

Unit
Nature of Educational Psychology

Sub Topic
• Meaning and nature of Psychology
• Types of Psychology
• Functions and Scope of Educational Psychology
Objectives of the Session
The trainee teacher will able to
• Define Psychology and explain its nature
• Classify the various types of Psychology
• Identify the functions and scope of Educational Psychology
• Create a poster demonstrating their understanding of different types of Psychology
Teaching Aids
Markers, Writing board, Charts ,sticky notes, required handout and worksheets.

Required Resources
• Handout 2.1: Definition of Psychology
• Handout 2.2: Types of Psychology
• Handout 2.3: Definition, Nature and Scope of Psychology
• Worksheet 2.1: Branches of psychology
• Worksheet 2.2: Zamarrud Khan’s Story
• Worksheet 2.3: Faryar Model

Introduction of the Session 5 minutes

Introduction:
Start the session by asking trainee teachers to reflect upon the activities and concepts they have learned in
previous session and share one activity which they liked the most in the previous session and why?

• Ask them to share if anyone found difficulty in the handout or worksheet.

• Tell trainee teachers that in this session, they are going to learn different topics regarding educational
psychology.
Instructions/Activities

Activity 1:Definitions of psychology 20 minutes

• Begin with asking the trainee teachers to write their definition of psychology in one or two
sentences.
• Give them three minutes to write the definition.
• Ask 2-3 participants to share their definition with the whole class.
• Afterwards, tell trainee teachers to read handout 2.1 ‘Definitions of psychology’ and match
their definitions with them.
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• Ask them to improve their definitions in the light of handout 2.1 if needed.
• Conclude the activity by sharing your feedback and defining the meaning of psychology.
Activity 2: 45 minutes
Types of Psychology:
• Ask the groups to brainstorm types/branches of psychology and write on sticky notes. . 5 min
• Then readHandout2.2: Types of Psychologyin pairs. 10 min
• Create mini discussion about ‘Types of Psychology’.. 5 min
• Ask them to select any one type of psychology of their choice from the handout 2.2 and fill
Worksheet 2.1. . 5 min
• Visit and facilitate the participants if needed.
• Ask trainee teachers to share their learning from Worksheet 2.1.
• Ask trainee teachers to read the handout 2.4story of Zamarruds Khan& fill worksheet 2.2.
Invite any volunteer to share a similar story before the class.
• .Take few responses about the crux of their worksheet.
• Conclude the activity by summarizing the learning so far.
Activity 3: 35 minutes
• Make appropriate groups.
• Ask the trainee teachers to read and discuss Handout 2.3: Definition, Nature and Scope of
Educational Psychologyin education within their groups
• Jot down significant ideas on their writing pads
• Facilitate and guide the groups to focus their discussion on teachers, students and schools
(scope of educational psychology).
• After ten minutes, initiate a brief discussion on their group task.
• Invite a volunteer to list down major ideas of discussion on writing board/ flip chart.
• Summarize all ideas and tell the trainee teachers to select any three branches of psychology
from handout 2.2 and 2.3 and create a poster to demonstrate their relevance and importance
to schooling.
• Ask two to three volunteers to share their posters with the other groups.
• Conclude the activity by reinforcing the importance of psychology to schooling.

Additional Learning Material

• https://www.medicalnewstoday.com/articles/154874.php
• https://www.verywellmind.com/what-is-educational-psychology-2795157
• Hergenhahn, B.R. An Introduction to the History of Psychology. Belmont, CA: Wadsworth. 2009.
• Zimmerman, B.J. & Schunk, D.H. (Eds.) Educational Psychology: A Century of Contributions.
Mahwah, NJ, US: Erlbaum; 2003.
• Robert J. Sternberg, Wendy M. Williams - Educational Psychology (2nd Edition) (2009, Allyn &
Bacon)
• https://s3.amazonaws.com/lumenlearning/success/Master+PDFs/Educational+Psychology.pdf from
lumen courses.

Assessment 10 minutes
Ask the following:.
• H D Hamm defines psychology as………….
• What is meant by school psychology?
• Who developed the first intelligence test?

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Home Assignment: 05 minutes

• Read and explain Handout 2.5 before conducting assessment activity.
• Tell the trainee teachers to open worksheet 2.3 in their tabs and copy it on their notebooks.
• Ask them to fill the template with their own definition of psychology (instruct them not to use the
ones they read in the session).
Teaching Strategies/ Tips for the Trainee teachers
Share with the trainee teachers that today we have used following teaching learning strategies:
• Pair/Group work
• Discussion
• Brainstorming
• Story telling

References
• https://www.simplypsychology.org/whatispsychology.html
• https://www.merriam-webster.com/dictionary/psychology
• http://www.personal.psu.edu/~j5j/psy002/P002-96/define1.htm
• https://www.verywellmind.com/major-branches-of-psychology-4139786

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HANDOUTS
Handout 2.1
Definitions of Psychology
Defined By: Definition Significant Ideas
Merriam Dictionary The science of mind and a: the mental or behavioral characteristics of
definition behavior an individual or group
Sultan Muhammad The word “psychology” b: the study of mind and behavior in relation
comes from the Greek to a particular field of knowledge or activity
word (Psyche mean Soul,
Logos mean Science), thus
the meaning of Psychology
is the science of soul.

Saul McLead, (2019) Psychology is the scientific Psychology is a multifaceted discipline and
study of the mind and includes many sub-fields of study such areas as
behavior. human development, sports, health, clinical,
social behavior and cognitive processes.
Eric Pettifor An art which presents itself Personality psychology
as science
H. D. Hamm Scientific study of the There are many areas of psychology, each
behavior of humans and attempting to explain behavior from a slightly
animals different perspectives
Tom Bolling A science of description and Psychology was originally a branch of
application used for the philosophy
interpretation, prediction,
development, and
improvement of human
behavior

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Handout2.2
Types of Psychology

Psychology is always evolving and new fields and branches continue to emerge. These are the types or
branches of psychology. It is important to remember that no single branch of psychology is more important
or better than any other. Each specific area contributes to our understanding of the many different
psychological factors that influence who you are, how you behave, and how you think.
By conducting research and developing new applications for psychological knowledge, professionals
working in every branch of psychology are able to help people better understand themselves, confront the
problems they may face, and live better lives.
There are different types of psychology that serve different purposes. There is no fixed way of classifying
them, but here are some common types.
S.No Name Description
1 Behavioral Behavioral psychology, also known as behaviorism, is a theory of learning
Psychology based on the idea that all behaviors are acquired through conditioning.
While this branch of psychology dominated the field during the first part
of the twentieth century, it became less prominent during the 1950s.
However, behavioral techniques remain a mainstay in therapy, education,
and many other areas.
People often utilize behavioral strategies such as classical
conditioning and operant conditioning to teach or modify behaviors. For
example, a teacher might use a system of rewards in order to teach
students to behave during class. When students are good, they receive
gold stars which can then be turned in for some sort of special privilege.
2 Cognitive Cognitive psychology is the branch of psychology that focuses on internal
Psychology mental states. This area of psychology has continued to grow since it
emerged in the 1960s. This area of psychology is centered on the science
of how people think, learn, and remember.
Psychologists who work in this field often study things such as
perception, motivation, emotion, language, learning,
memory, attention, decision-making, and problem-solving. Cognitive
psychologists often use an information-processing model to describe how

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the mind works, suggesting that the brain stores and processes
information much like a computer.
3 Developmental Developmental psychology focuses on how people change and grow
Psychology throughout the entire lifespan. The scientific study of human development
seeks to understand and explain how and why people change throughout
life. Developmental psychologists often study things such as physical
growth, intellectual development, emotional changes, social growth, and
perceptual changes that occur over the course of the lifespan.
These psychologists generally specialize in an area such as infant, child,
adolescent, or geriatric development, while others may study the effects
of developmental delays. This field covers a huge range of topics including
everything from prenatal development to Alzheimer's disease.
4 Educational Educational psychology is the branch of psychology concerned with
Psychology schools, teaching psychology, educational issues, and student concerns.
Educational psychologists often study how students learn or work directly
with students, parents, teachers, and administrators to improve student
outcomes. They might study how different variables influence individual
student outcomes. They also study topics such as learning disabilities,
giftedness, the instructional process, and individual differences.
5 Experimental Experimental psychology is the branch of psychology that utilizes scientific
Psychology methods to research the brain and behavior. Many of these techniques
are also used by other areas in psychology to conduct research on
everything from childhood development to social issues. Experimental
psychologists work in a wide variety of settings including colleges,
universities, research centers, government, and private businesses.
Experimental psychologists utilize the scientific method to study a whole
range of human behaviors and psychological phenomena. This branch of
psychology is often viewed as a distinct subfield within psychology, but
experimental techniques and methods are actually used extensively
throughout every subfield of psychology. Some of the methods used in
experimental psychology include experiments, correlational studies, case
studies, and naturalistic observation.
6 Personality Personality psychology is the branch of psychology that focuses on the

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Psychology study of the thought patterns, feelings, and behaviors that make each
individual unique. Classic theories of personality include
Freud's psychoanalytic theory of personality and Erikson's theory of
psychosocial development. Personality psychologists might study how
different factors such as genetics, parenting, and social experiences
influence how personality develops and changes.
7 School Psychology School Psychology is a field that involves working in schools to help kids
deal with academic, emotional, and social issues. School psychologists also
collaborate with teachers, students, and parents to help create a healthy
learning environment.
Most school psychologists work in elementary and secondary schools, but
others work in private clinics, hospitals, state agencies, and universities.
98 Social Psychology Social psychology seeks to explain and understand social behavior and
looks at diverse topics including group behavior, social
interactions, leadership, nonverbal communication, and social influences
on decision-making.
This field of psychology is focused on the study of topics such as group
behavior, social perception, nonverbal behavior, conformity, aggression,
and prejudice. Social influences on behavior are a major interest in social
psychology, but social psychologists are also focused on how people
perceive and interact with others.
9 Sports Psychology Sports psychology is the study of how psychology influences sports,
athletic performance, exercise, and physical activity.
10 Clinical Psychology Clinical psychology is the psychological specialty that provides continuing
and comprehensive mental and behavioral health care for individuals and
families; consultation to agencies and communities; training, education
and supervision; and research-based practice. It is a specialty in breadth
— one that is broadly inclusive of severe psychopathology — and marked
by comprehensiveness and integration of knowledge and skill from a
broad array of disciplines within and outside of psychology proper. The
scope of clinical psychology encompasses all ages, multiple diversities and
varied systems.

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HANDOUT 2.3
Definition, Nature and Scope of Educational Psychology

Definition of Educational Psychology

The following are definitions of education psychology by well-known psychologists:

1. “Educational psychology is that branch of psychology which deals with teaching and learning and also
covers the entire range and behavior of the personality as related to education.” Skinner
2. “While general psychology is pure science, educational psychology is its application in the field of
education with the aim of socializing an individual and modifying his behavior.” Anderson
3. "It is the systematic study of the educational growth and development of a child.” Stephen
4. “It is the science of education.” E.A. Peel
5. “It is the study of those facts and principles of psychology which helps to explains and improves the
process of education.” Walter B. Kolesink
6. Educational psychology is the application of psychological findings in the field of education.
Educational psychology is the systematic study of the development of the individual within the
educational settings. It helps the teacher to understand the students and enhance their skills.
Educational psychology involves the study of how people learn. It includes not just the learning process of
early childhood and adolescence but the social, emotional, and cognitive processes that are involved in
learning throughout the entire lifespan. The field of educational psychology incorporates a number of
other disciplines, including developmental psychology, behavioral psychology, and cognitive psychology.
Eminent Educational Psychologist
Throughout history, a number of figures have played an important role in the development of educational
psychology. Some of these well-known individuals include:
• John Locke: An English philosopher who suggested the concept of tabula rasa, or the idea that the
mind is essentially a blank slate at birth that knowledge is then developed through experience and
learning.
• William James: An American psychologist who was also known for his series of lectures titled "Talks
to Teachers on Psychology," which focused on how teachers could help students learn.
• Alfred Binet: A French psychologist who developed the first intelligence tests.
• John Dewey: An influential American psychologist and educational reformer who wrote extensively
about progressive education and the importance of learning through doing.

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• Jean Piaget: A Swiss psychologist who is best-known for his highly influential theory of cognitive
development.
• B.F. Skinner: An American behaviorist who introduced the concept of operational conditioning. His
research on reinforcement and punishment continue to play an important role in education today.
Major Perspectives in Educational Psychology
As with other areas of psychology, researchers within educational psychology tend to take on different
perspectives when considering a problem.
• The behavioral perspective suggests that all behaviors are learned through conditioning. Psychologists
who take this perspective rely firmly on the principles of operant conditioning to explain how learning
happens. For example, teachers might give out tokens that can be exchanged for desirable items such as
candy and toys to reward good behavior. While such methods can be useful in some cases, the behavioral
approach has been criticized for failing to account for such things as attitudes, cognitions, and intrinsic
motivations for learning.
• The developmental perspective focuses on how children acquire new skills and knowledge as they
develop. Jean Piaget's famous stages of cognitive development are one example of an important
developmental theory looking at how children grow intellectually. By understanding how children think at
different stages of development, educational psychologists can better understand what children are
capable of at each point of their growth. This can help educators create instructional methods and
materials best aimed at certain age groups.
• The cognitive perspective has become much more widespread in recent decades, mainly because it
accounts for how things such as memories, beliefs, emotions, and motivations contribute to the learning
process. Cognitive psychology focuses on understanding how people think, learn, remember, and process
information. Educational psychologists who take a cognitive perspective are interested in understanding
how kids become motivated to learn, how they remember the things that they learn, and how they solve
problems, among other things.
• The constructivist approach is one of the most recent learning theories that focus on how children actively
construct their knowledge of the world. Constructivism tends to account more for the social and cultural
influences that impact how children learn. This perspective is heavily influenced by the work of
psychologist Lev Vygotsky, who proposed ideas such as the zone of proximal development and
instructional scaffolding.
While educational psychology may be a relatively young discipline, it will continue to grow as people
become more interested in understanding how people learn. APA Division 15, devoted to the subject of
educational psychology, currently lists more than 2,000 members.

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Nature andScope of Educational Psychology

S.S Chanhan has given detail and comprehensive statements about the nature and scope of educational
psychology, which are as follows:
1. It applies psychological findings in education.
2. Educational Psychology studies systematically an individual development in educational set up.
3. It enables a teacher to perform his/her role in very effective manner in order to make the learning
& teaching process productive one.
4. Educational Psychology is the scientific study of an individual life stages development from birth
to death and so on.

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WORKSHEET 2.1
Branches of Psychology
Select any one branch of psychology from the given list and fill the table below:

Branch of Psychology Goes Here:

The Benefits of this The Purpose of this

Branch of Psychology for Practicesspecific to this
branch of psychology in branch of psychology in
Schools are: Schools is: Schools may be:

Schools that focus on this branch of psychology will likely produce students
who are:

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Handout 2.4
Zumurrud Khan’s Story

“AOA (Assalamo Alaikum)!” Zamurrad Khan was quite upset and refused to have his breakfast.
“But you must go…” the mother was quite upset, as Zamurrad remained adamant not to go to school.
“They all make fun of me…” Zamurrad was almost in tears, “they laugh at my weight,” he moaned, “call me
names like fatso, and elephant…”
“Oh please Beta…” the mother seemed desperate now, “I will talk to your Teacher, I am sure she will find a
solution.”
“No Ami!” Zamarrud was not ready to listen, “if she will help me then it will be equally bad, as then my
classmates will call me ‘teacher’s pet.”
Right at this time, the phone bell shrieked, “Assalamo Alaikum, who is this?” Zamarrud’s mother picked up
the phone.
“Assalamo AlaikumMadam, this is Zamarrud’s Class Teacher, I hope he’s coming to school today.”
“No Teacher, he is upset and refuses to listen.” It was the mother’s turn to cry.
“Please can I talk to him?” The teacher requested.
“Zamarrud, your teacher wishes to talk to you.” Mother handed the phone over to the reluctant Zamarrud.
“Morning Teacher,” Zamarrud was despondent.
“Really! Okay teacher, I will come but will they allow me in, I am late?”
“Are you sure, Teacher, you will be at the gate to receive me?” Suddenly Zamarrud blossomed, his eyes
sparkled.
“Thank you, teacher, I am coming.” He rushed to his room, calling out to his mother to get his breakfast
ready.
Ask Trainee teachers what Zamarrud’s teacher may have said that made him change his mind and
brought a smile to his face.
“Okay, you get into your uniform, bachhay, I will get your breakfast ready,” the mother was as excited as
the kid.
“But what did your teacher say?” She was curious to know what had made Zamarrud change his mind.
“My teacher told me that I have received the award of the ‘Best Student of the Month, and I will be getting
a golden star in the assembly today.” Zamarrud was by now over the Moon.
“Oh Wow! That’s great Zamarrud, I am so proud of you!” The mother was super excited to hear of her
son’s achievement.
“But how do they decide the ‘student of the month award,” the mother now serving breakfast, asked.

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“Oh Ami, that’s the thing,” Zamarrud’s voice was trembling with excitement. “It is based on the grades,
teachers’ and classmates’ recommendations and behaviour inside and outside of the class and also
participation in co-curricular activities.”
“I see, that’s super cool, did you participate in sports too?” the mother was genuinely inquisitive.
“No… but my teacher told me to volunteer as a referee for some of the sports, which I had done, I guess
they must have counted this, as well.” Zamrrud said thoughtfully and shrugged his shoulders as if it didn’t
really matter what he had done, as long as he had earned such a prestigious award.
“Oh and Ami, my teacher also told me my classmates have prepared a surprise for me, I am so excited
about the surprise”
The mother, her eyes filled with tears and her heart filled with gratitude, looked up and silently thanked
God for such caring teachers.

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WORKSHEET 2.2
Zamarrud Khan’s Story

1. Working in your groups, discuss the following questions in light of Zamarrud’s Story.
2. Identify any three branches of Psychology that are at play in this story? Give reasons for your choices.
3. Identify the traits that make Zamarrud’s teacher effective in dealing with a difficult case?
4. How often have you come across a situation similar to the one mentioned in the Story? Everyone in the
group to share a similar story and select the one that appeals to all. Be prepared to share one story per
group with the whole class mentioning the branches of psychology that were involved in the story you
share.
5. What can you deduce about the School from this story? What features make this school a ‘good
‘school?

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Handout 2.5
Sample Template: Frayer Model
Step 1 & Step 2 fill in the middle block and any one block before handing over Worksheet 2.3 to the
trainee teachers.
Step 1: In the middle block of the Worksheet 2.3, write the word ‘Psychology.’
Step 2: Select anyone of the four blocks on Worksheet 2.3 and fill in ONE block. For example: in the block
NON-Examples of Psychology list down: it’s not reading minds, it’s not controlling minds, it’s not common
sense, it’s not some mysterious or magical aspect of the mind etc.
Step 3 & 4 to be done by the trainee teachers in groups.
Step 3: Ask trainee teachers to fill out the rest of the blocks, giving examples, characteristics of psychology
and develop their own definition of ‘psychology.’
Step 4: Ask trainee teachers to open ‘worksheet 2.3,’ in their tablets and copy it on their notebooks.

A Sample filled in Frayer Model template:

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WORKSHEET 2.3
Frayer Model

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Session 3: Educational Psychology Time: 120 Minutes

Unit
Nature of Educational Psychology

Sub Topic
• Methods of Educational Psychology
o Reflective Practice
• Observation and Experiment
Objectives of the Session
The trainee teacher will able to
• Share the advantages of educational psychology.
• Describe different methods of Educational Psychology.
• Explain and apply reflection in their teaching practice
• Identify the Scientific Method in ‘the brief history of the Microwave oven’.
• Apply the scientific and experimental method in their classes.

Teaching Aids
Markers, paper, writing board.

Required Resources
• Handout 3.1: Advantages of Educational Psychology
• Handout 3.2: Methods of Educational Psychology
• Handout 3.3: Quotes on aspects of Educational Psychology
• Handout 3.4: Scientific Method in Classroom
• Handout 3.5: A Brief History of the Microwave Oven
• Handout 3.6: connection of scientific methods with their classroom.
• Handout 3.7: Observation
• Handout 3.8: Observation as a Data Collection Method
• Worksheet 3.1: 3 waves of reflective practices
Introduction of the Session 5 minutes
Introduction:
Start the session by asking trainee teachers to reflect upon the activities and concepts they have learned in
previous session and share one activity which they liked the most in the previous session and why?

• Tell trainee teachers that in this session, we will discuss advantages and different methods of
education psychology.
• We will also discuss its practical application in teaching practices.
Instructions/Activities

Activity 1 10 minutes
Advantages of Educational Psychology
• Initiate discussion by floating a question, what do you understand by educational psychology?

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• Collect random responses and narrow down the discussion towards advantages of educational
psychology in school context by asking, why do we need educational psychology in our schools?
• Collect their responses & note on writing board.
• Use Handout 3.1: Advantages of Educational Psychology to summarize the activity.
Activity 2: Methods of Educational Psychology 40 minutes
Reflection and introspection
• Divide the class into three color groups by calling each member with different color (red, blue,
green and yellow)
• Ask them to find their color partner and form groups.
• Display a pre-prepared KWL chart on the board as follows:
What I know about various What I want to know about What I learnt about various
methods of Educational various methods of methods of Educational
Psychology? Educational Psychology? Psychology?

• Ask them to write about first 2 columns on sticky notes/piece of papers and paste in the relevant
column.
• Invite any volunteer to come and read few responses from the chart.
• Ask them to read Handouts 3.2,discuss any four salient features with their partner and then share
their points within the group. Finally, ask each group to share any two points they thought were
valuable.
• open Worksheet 3.1 in their tabs.
• Assign one sample activity to each color group from Worksheet 3.1.
• Ask them to:
o Read sample activities individually.
o Think about the prompts/ questions in the assigned task individually and write down the
response on the writing pads.
o Share responses in the group.
o Discuss similarities and differences in the responses within the group.
• Split each group in such a way that each newly formed group has all colors. (Form of jigsaw, each
group will have all four colours).
• Tell them to share their responses from the first activity with the rest of the group members.
• Initiate whole class discussion on the value of effectiveness of each of the three activities in terms
of assessing their inner self.
• Conclude this activity by encouraging reflection about the entire segment on reflection and
reflective practice.
Activity 3 40 minutes
Scientific Method/ Experimental Method in Classrooms
• Divide the class into appropriate number of groups.
• Ask them to read Handout 3.4.
• Discuss briefly the following six stages of the Scientific Method
1. Make an observation
2. Make a Hypothesis
3. Form a hypothesis, or testable explanation.
4. Collect data
5. Analyze & interpret data.
6. Make conclusions
• Tell them to read Handout 3.5, ‘the history of the Microwave oven’ and identify the six stages of
the Scientific Method:

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• Ask the trainee teachers to make connections of this method with observations they have made in
their classrooms.
• Encourage them to relate the scientific method to any behavior issues they’ve noticed, learning
gaps their students may be facing etc.
• Tell them to read Handout 3.6 to clarify the connections of scientific method with their classroom
practices.
• Summarize the activity by recapping the key ideas of using the scientific method to deal with issues
of students in classrooms.
Additional Learning Material
• https://www.edb.gov.hk/attachment/tc/curriculum-development/kla/pshe/references-and-
resources/ethics-and-religious-studies/experiential_learning_2.pdf
• http://cei.ust.hk/teaching-resources/action-research/observation-techniques
• For further study source: Educational Psychology by Shakeel Ahmad (2016) publisher: Al-ILM publication
Peshawar.

Assessment 10 minutes
To gauge the understanding of trainee teachers ask them to answer the following questions:
1. Which activity was interesting and why?
2. How you implement these in your classroom
3. What teaching strategies were effective?
o Tell them to write their answers on a piece of paper& collect their responses on papers.

Home Assignment: 05 minutes

• Assign reading of handout 3.7 & 3.8: Observation and Observation as a data collection method. Apply
learning from both handouts and be ready to share any two or three relevant examples in the next
session.
Teaching Strategies/ Tips for the Trainee teachers
Tell the trainee teachers that today we have used following teaching learning strategies, which they can
also use in their classroom to teach their students effectively.
• Think Pair Share
• Groups formation by using different colours
• Carousel Strategy
• Discussion
• Brainstorming
• Scientific method
• Reflective writing technique

References
• https://research-education-edu.blogspot.com/2008/11/education-psychology-method-of.html

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HANDOUTS
Handout 3.1
Advantages of Educational Psychology

Advantages of Educational Psychology.

Understanding educational psychology is important because it helps the teachers to:
1. Understand changes in children behaviors /characteristics during different developmental stages
and hence treat them accordingly during teaching and learning process.
2. Apply the knowledge of personality traits in developmental stages to help students better in their
learning process.
3. Appreciate individual differences and creates teaching strategies to accommodate maximum
students’ learning needs.
4. Select context based appropriate and effective teaching methods to address students’ needs
5. Understand mental health of the students. In case of sever issues s/he is knowledgeable of the
responsible factors to support the affected students in teaching learning process.
6. Use relevant Psychological tools to evaluate the learning out-come of the students.
7. Understand, Guide, and treat special children to mainstream them in general education

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HANDOUT 3.2
Methods of Educational Psychology

Methods of Educational Psychology

Different types of techniques are used by researchers to collect data and conduct research studies. With
the increasing use of educational technology in education, psychology and other social sciences, new
research strategies have evolved.
Following are some important methods and techniques of collecting data:
1. Introspection
2. Observation
3. Case study
4. Scientific or experimental method
Introspection
Historically introspection is the oldest method of all, which was formerly used in philosophy, and then in
psychology to collect data about the conscious experience of the subject. Introspection means to see
within oneself or self-observation. Self-reflection or introspection means self-observation and report of
one’s thoughts, desires, and feelings. It is a conscious mental process relying on thinking, reasoning, and
examining one’s own thoughts, feelings, and, ideas. It is contrasted with extrospection, the observation of
things external to one’s self.
In the past years, there has been a growing interest in introspective or self-reflecting methods, such as the
“thinking-aloud” interview or stimulated recall, in which a subject engaged in a task, speaks his/her
thoughts aloud. This allows studying thoughts without influencing the subject to think too long of what
he/she is asked, for example, in questionnaires.
Reflective practice as an introspective tool for teaching:
Schon (1993) suggested that reflective teaching practice is a continuous process and involves learner
thoughtfully considering one’s own experience in applying knowledge to practice while being taught by
professionals. It helps the individuals to develop their own personality. Gibbs’ (1988) reflective practice
suggests that individuals develop analysis of feelings, evaluation of experience etc. Jasper (2003)
associated reflective teaching practice with lifelong learning resulting in the development of autonomous,
qualified and self-directed professionals. Engaging in reflective practice is associated with the improvement
of the quality of care, stimulating personal and professional growth and closing the gap between theory
and practice. Bartlett (1990) points out that becoming a reflective teacher involves moving beyond a
primary concern with instructional techniques and “how to” questions and asking “what” and “why”

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questions that regard instructions and managerial techniques not as ends in themselves, but as part of
broader educational purposes. Asking questions “what and why” gives certain power over individual’s
teaching resulting in the emergence of autonomy and responsibility in the work of teachers. (Lieberman &
Miller, 2000) pointed out that the practice of reflective teaching, reflective inquiry, and reflection-on
practice, results in gaining of the personal and professional knowledge that is so important to be \an
effective teacher and in shaping children's learning. Han (1995) stated that:
• The process element of reflection emphasizes how teachers make decisions
• Content stresses the substance that drives the thinking
• Reflective inquiry may set the stage for learning how to be a good teacher.
To engage in reflective practice, education psychologists such as Dewey, Schon, Yang and Bartlett have
stressed that teachers must frequently ask themselves the following questions:

• What am I doing?
• Why am I doing it?
• How effective is it?
• How are the students responding?
• How can I do it better?

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WORSHEET 3.1
3 ways of reflective practices

SAMPLE 1
Following are three different ways for reflective practice. You are encouraged to use these ideas to
explore self- reflection and introspection.

Introspection, anyone?
A personal manifesto describes your core values and beliefs, the specific ideas and priorities that you stand
for, and how you plan to live your life. This acts as both a statement of personal principles and a call to
action. A personal manifesto can help frame your life, point you in the right direction to help achieve your
goals, and act as a tool to remind you of your primary concerns.

MY Personal Manifesto
I stand for…

My strongest belief is…

I want to live my life…

What distinguishes me from others is…

The words I live by are…

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SAMPLE 2
This exercise was made popular by Stephen Covey in his book, The 7 Habits of Highly Effective People.
To do this, write your own eulogy and answer questions such as:
Do the funeral test

How do I want people to

speak of me at my funeral?

What kind of person will people think I was when I’m What should they
gone? remember me for? Which of
my actions will leave a
lasting impression once I am
gone?
MY EULOGY

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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SAMPLE 3
Create a Bucket list.
What is Bucket List Activity?
It is a list of personal wishes and desires that one would want to fulfil before one passes on to the greener
pastures (before death).
Importance
Having a bucket list focuses your efforts in a set direction. Also, it makes you aware of your inner intents
and priorities in life.
Use a bucket list to keep yourself focused, and make an effort every day to accomplish at least one small
task that will lead you towards crossing things off of your bucket list.

My Bucket List
1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________

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HANDOUT 3.4
Scientific Method
This method has been developed in psychology by the continuous efforts by psychologists to make
objective and scientific study of human behaviour. One of the major contributions of the behaviorism is
the development of experimental method to understand, control and predict behaviour. It is the most
precise, planned systematic observation. The experimental method uses a systematic procedure called
experimental design. Experimental design provides important guidelines to the researcher to carry out his
research systematically. The lay out of the design depends on the nature of the problem that an
investigator wants to investigate. The lay out or design of the experimental method is as follows:
1. Make an observation/select a research topic
2. Make a Hypothesis
3. Test the Hypothesis
4. Collect data
5. Analyze & interpret data.
6. Make conclusions
Experiments may be conducted in a laboratory or in the classroom or anywhere else in the community.
Experimentation involves comparison between behaviour of a control group and that of an experimental
group.
Hypotheses have a rational base, or they emerge from a framework of theory or preliminary
experimentation. An experiment involves two or more variables for example; incentives have a measurable
impact on learning. The variables whose effects are being studied are called ‘independent variable’.
Merits:
1. This method is the most systematic procedure of solving problems. It provides reliable information.
2. It is a revisable method
3. It makes psychology a scientific study
4. It provides objective and precise information about the problems.
5. It gives observer an easy approach to the mind of an individual
6. It provides innovative ideas for the further experimentation.
7. It enables us to control and direct human behaviour
8. It is applicable in educational, individual and social problems
Demerits:
1. It is arranged in a laboratory like situation. This situation is artificially arranged. Behaviour is a
natural phenomenon and it may change under artificial environment.
2. This method is time consuming and costly. Moreover, it requires specialized knowledge and skills.
3. Psychologists have criticized the fact that mostly the experiments have conducted on rats, cats and
dogs. The results are conducted and then applied on human beings.
4. It sometimes interferes with the very thing that we are trying to observe.

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Handout 3.5
Read the brief history of the Microwave Oven and identify the scientific method

Like many of today's great inventions, the microwave oven was a by-product of another technology. It was
during a radar-related research project around 1946 that Dr. Percy Spencer, a self-taught engineer with the
Raytheon Corporation, noticed something very unusual. He was testing a new vacuum tube called a
magnetron when he observed that the candy bar in his pocket had melted. This intrigued Dr. Spencer, so
he tried another experiment. This time he placed some popcorn kernels near the tube and, perhaps
standing a little farther away, he watched with an inventive sparkle in his eye as the popcorn sputtered,
cracked and popped all over his lab.
The next morning, Scientist Spencer decided to put the magnetron tube near an egg. Spencer was joined
by a curious colleague, and they both watched as the egg began to tremor and quake. The rapid
temperature rise within the egg was causing tremendous internal pressure. Evidently the curious colleague
moved in for a closer look just as the egg exploded and splattered hot yolk all over his amazed face. The
face of Spencer lit up with a logical scientific conclusion: the melted candy bar, the popcorn, and now the
exploding egg, were all attributable to exposure to low-density microwave energy. Thus, if an egg can be
cooked that quickly, why not other foods? Experimentation began...
Dr. Spencer fashioned a metal box with an opening into which he fed microwave power. The energy
entering the box was unable to escape, thereby creating a higher density electromagnetic field. When food
was placed in the box and microwave energy fed in, the temperature of the food rose very rapidly. Dr.
Spencer had invented what was to revolutionize cooking and form the basis of a multimillion-dollar
industry, the microwave oven.

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Handout 3.6
Connective of scientific method with classroom
Following is an example of how the scientific method can be used to identify and draw conclusions about a
child’s behaviour.

1. Make an observation: A child in your class starts coming late to school, she/he doesn’t have
books according to the timetable, she/he doesn’t have lunch, starts showing signs of irritability, has
lost interest in studies, is sleepy and tired on most days.

2. Make a hypothesis: The child is: unwell/being bullied/undernourished/going through a

phase/experiencing hormonal changes

3. Test Hypothesis: consult with other teachers to see if they’ve also noticed similar behaviours
4. Collect Data: check her/his results, notice her/his behaviour during breaks in games and lessons,
call her/his parents for a meeting, consult with the school management, talk to the child and ask if
he is facing a difficulty in learning/ with friends

5. Analyze Data: Derive from the data possible reasons for the child’s behaviour

6. Draw Conclusions: draw and share conclusions with relevant people: colleagues, head of

section, coordinator.

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Handout 3.7
Observation
With the development of psychology as an objective science of behaviour, the method of introspection
was replaced by careful observation of human and animal behaviour. Observation literally means looking
outside oneself. It is a very important method for collecting data in almost all type of research studies.
Different type of Observation used in research, direct or indirect, scheduled or unscheduled, natural or
artificial, participant and non-participant. But there are two basic types of observation. They are;
Natural observation
In natural observation the observer observes the specific behavioral and characteristics of subjects in
natural settings and the subject does not aware of the fact that their behaviour is being observed by
someone. The teacher can observe the behaviour of his student in the playground or in any other social
gathering without making him conscious. Natural observation can be done anywhere without any tools.
Participant observation
In participant observation the observer became the part of the group which he wants to observe.
Observational study is particularly very important and produces significant results on developmental
characteristics of children. No doubt that observation is a scientific technique of collecting data, whose
results can be verified and relied upon to locate behavioral problems
Merits:
1. This type of observation is a natural and normal way of knowing the external world but also the
mind of the subject
2. This method is objective in nature and free form personal bias and prejudice.
3. Through this method we can observe as many children as we like
4. This method id quite suitable for children and abnormal person who cannot be examined through
introspection.
5. this can be used anytime and anywhere
Demerits:
1. Observation is useful only for collecting data about overt behaviour which is manifested in a number of
activities. This overt behaviour does not provide reliable information regarding the internal mental
process. We can only guess about the mental state of the individual on the basis of overt behaviour
which may or may not be true. It becomes very difficult to draw any conclusion in case of adults who
can hide their actual behaviour in the presence of the observer.
2. Subjectivity of interpretation is another limitation of this method. The observer may interpret his
sensation of external stimulus on the bias of his past experience. He may be biased in his

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interpretation. It has also been found in some studies that strong personal interests tend to make
researcher see only those things which he wants to see.
3. Observation is subject to two types of errors, sampling error and observer error. The first error occurs
because of inadequacies of selecting situation to be observed. The observer error may be due to
knowledge and background of the situation to be observed. Because some time the observer is not
familiar with the total situation and hence, he may commit error.

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HANDOUT 3.8
Observation as a Data Collection Method

Teachers may use observation to improve teaching and learning processes in their classrooms, on the one
hand, and enhance their pedagogical skills on the other hand. Observation is watching
something/phenomenon/ situation/ condition so closely that clear pattern appears. The following are
some of the techniques which can be utilized for the said purpose.
S.No Method Description
1 Student Tests, examinations and continuous assessment can provide valuable data
Assessment for further improvement action.

2 Closed Ended This technique is more suitable for action research in the classroom
Questionnaires however, for professional development a team observer may use it. At
students’ level observation of closed ended questionnaires may depict
picture of knowledge and understanding of any specific topic.
3 Diary/Journal It is a record of students’ progress. It includes everything that shows his/her
portfolio performance.
4 Supporting A record of all documents that can be used as evidence of the decision made
Documents about him/her by the teacher.
5 Interaction Interaction schedules are methods for analyzing and recording what takes
Schedules place during a class. A common approach is to note down at regular intervals
(say every minute) who is talking, and to categorize what they were saying
or doing. An alternative to time sampling is event sampling in which
behaviour is noted every time a particular event occurs. Examples of
categories could be; tutor asking question, tutor giving explanation, tutor
giving instruction, student answering question or student asking question.
The analysis can be made by an observer at the class or can be made
subsequently from a tape or video recording.
6 Interviews Interviews can provide even more opportunity for respondents to raise their
own issues and concerns, but are correspondingly more time-consuming and
can raise difficulties in the collation and interpretation of information. The
format can be on a spectrum from completely open discussion to tightly

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structured questions. Semi-structured interviews have a small schedule of

questions to point the interviewee towards an area of interest to the
researcher, but then allow interviewees to raise any items they like within
the general topic area. Since interviews give an opportunity for students to
raise their own agenda they are useful when issues are open, or at an
exploratory stage. A small number of interviews can be useful to define
issues for subsequent more tightly structured questionnaires.
Interviews are normally tape recorded. If analysis, rather than just
impression is required, then transcripts have to be produced. The transcripts
are normally analysed by searching for responses or themes which
commonly occur. Quotations from the transcripts can be used to illuminate
or illustrate findings reported in reports and papers.
7 Learning Student learning inventories are examples of empirically derived measuring
Inventories instruments. There are many number inventories which purport to measure
a wide range of characteristics. Student learning inventories have been
highlighted because they examine the quality of learning. In particular they
look at the categories of deep and surface learning. The inventories can be
used to compare groups of students, examine approaches before and after
changes to teaching methods, and to examine correlations with other
variables.
8 Open Ended Open questionnaires have a series of specific questions but leave space for
Questionnaires respondents to answer as they see fit. Teachers are therefore more likely to
find out the views of students but replies are more difficult to analyse and
collate.
9 Diagnosis of A good basis for improving teaching is to diagnose students' understanding
Student of key concepts in a course. It is often surprising how students can pass
Conceptions examinations but still have fundamental misunderstandings of key concepts.
The usual method of diagnosing student conceptions is to ask a question
which applies the concept to an every-day situation: one which cannot be
answered by reproduction or by substitution into formulae. Answers are
drawn from the students in interviews or in written form.
The student’s answers can usually be classified into a small number (usually
two to five) of conceptions or misconceptions about the phenomenon. As

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with the analysis of interview data care needs to be taken when deriving
classifications. These do not automatically emerge from the transcript but
are subject to the experiences and knowledge of the researcher.
An example of the type of question, and categories of student conceptions
which it uncovered is given below (Dahlgren, 1984).
10 Tape Recording Making tape recordings is a way of collecting a complete, accurate and
detailed record of discussions in class, conversations in interviews or
arguments and decisions at meetings. It is easy to obtain the recording; you
simply take along cassettes and a portable recorder, and switch it on.
However, the presence of a tape recorder can inhibit discussion or influence
people's behaviour.
There are a number of ethical issues which need to be addressed over the
use of tape recordings. The group being taped should establish the purpose
of making the recording and the way in which the tapes will be used. If any
quotations are made in subsequent reports it is customary to maintain the
anonymity of the source.
If you need to do a detailed analysis of the conversations, then it will be
necessary to produce a transcript. This is a time-consuming and painstaking
process, so limit the use of tape recordings to situations where it is really
necessary.
11 Triangulation Triangulation is not a specific observation technique but is the process of
comparing and justifying data from one source to another.

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Session 4: Educational Psychology Time: 120 Minutes

Unit
• Methods of Educational Psychology
Sub Topic
• Reflection Practice
Objectives of the Session
At the end of this session, the trainee teacher will be able to:
• Define reflective practice and reflective writing as an important feature in the process of teaching
and learning.
• Know three Reflective Models: Driscoll, ERA & Gibb’s.
• Apply the reflective frameworks to personal experience.
• Differentiate between reflective and non-reflective writing.
• Write reflection on their experience.
Teaching Aids
Markers, white/black board, paper, charts,videos

Required Resources
• Handout 4.1. ERA Reflective Cycle
• https://www.repository.cam.ac.uk/bitstream/handle/1810/265159/MEM_
Introduction/Reflection of the Session 05 minutes
• After formally greeting the trainee teachers, invite any 2-3 trainee teachers to present their
reflections (one-by-one) on the activities and teaching strategies practiced in the previous session.
• Introduce the topic of today’s session: ‘Reflection practice’,

Instructions/Activities

Activity 1 15 minutes
• Write a word Reflection on the writing board and ask them, what do you mean by reflection?
• Collect their responses, some of which may be as follows.

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Bouncing
Back

Reflection

Thinking
Mirroring
process

• Appreciating their responses & share the following definition with them:
Trainer’s Input:
‘Reflective practice is a way of studying your own experiences to improve the way you work’.
➢ Tell them there is no same correct answer because different people will have different
experiences of reflection.
➢ They can practice reflection both within the workplace and in their personal lives. Also,
inform them that we all have little voice inside our minds that reminds us of all the things
that went wrong or right during an experience, whether presenting a lecture, having a job
interview or any task of our day to day life. We tend to focus generally on what we should
have said or what we said wrong. But what about all the things that we did right? Being a
reflective practitioner we may help ourselves by focusing on everything that happened
and improve for the future. We can practice reflection.

Activity 2: 30 minutes
Everyday Reflective Practice using the ERA, Gibbs, and Driscoll’s Model
• Divide the class into three groups by naming them 1, 2, 3.
• Write the following situation on the writing board/ chart.
You left a prepared lesson for Monday class and went to another city on Friday. On Monday you
delivered that prepaed lesson. At the end a student asked a question, which was valid and
relevant but you could not answer it’.

• Assign them the following tasks:

Group 1
• Read the situation carefully and answer the following questions individually.
o Describe what happened.
o Think about what happened.
o Prepare an action plan for future.
Group 2
• Read the situation carefully and answer the following questions individually:
o Describe what happened
o What was your emotional reaction to the incident?
o Think and list good and bad aspects of the incident
o What sense can you make of the situation?
o What else could you have done?

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o If you encounter the same situation, what will you do?

Group 3
• Read the situation carefully and answer the following questions individually:
o Describe what happened
o What does it mean?
o What should you do in future?
• Give them 10 minutes to answer the questions.
• Ask two volunteers from each group to share their answers.
• Record important and relevant to reflection ideas on the board.
• Summarize the activity by telling them that they reflected on the situation. They worked in three
different frameworks/ models of reflection.
Activity 3: 33 minutes
• Let them work in the same groups.
• Tell them to watch the following videos in their tabs:
o https://www.youtube.com/watch?v=JStPDcGioo0
o https://www.youtube.com/watch?v=-gbczr0lRf4
• Ask them to read Handout 4.1.
• Give them 15 minutes to read and watch individually.
• Tell them to discuss each video and Handout within the groups.
• Each group will prepare a presentation on any one model out of three.
• Invite all groups one by one to present their work.
• Initiate discussion and try to narrow down discussion toward variety of models, similarities and
differences.
• Conclude the activity by sharing with them that all these models are effective. They help you to
think in structured way to improve your performance and personality.
Activity 4: 30 minutes
Reflective Writing
• Ask them to open the following live in their Tablets
https://www.repository.cam.ac.uk/bitstream/handle/1810/265159/MEM_ReflectivePracticeHando
ut_V4_20170616.pdf?sequence=1
• Read the Reflective Writing portion individually.
• Tell them to write a reflective note on any activity of their choice and ask them to compare them
with the article.
• Summarize the activity by telling them that they will answer the following questions in their
reflections
o What happened? (Description of the event/incident)
o Why did it happen? (Reason)
o What does it mean to me? (Implications)
o How can I address such issue in future?
• Explain the above questions by telling them to select an unusual/ new situation and reflect on it.
Additional Learning Material
 https://www.slideshare.net/ClaireSewell/reflective-practice-workshop
Assessment 5 minutes
• To gauge the understanding of trainee teachers ask them to take two minutes and think about the
questions:
o Define reflective practice and how it applies in their work place and their personal lives.
o What idea is catchy but not applicable in real classrooms?

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o How effective do you think is reflective practice in improving the process of teaching and
learning effective?
Home Assignment: 2 minutes
• Write a reflective note on the day’s session using any one of the Models studied in the session
Teaching Strategies/ Tips for the Trainee teachers
• Tell the trainee teachers that today we have used following teaching learning strategies, which they
can also use in their classroom to teach their students effectively.
• Discussion
• Brainstorming
• Reflective practice
• Presentation
References
 https://www.repository.cam.ac.uk/bitstream/handle/1810/265159/MEM_ReflectivePractice
Handout_V4_20170616.pdf?sequence=1
 https://www.youtube.com/watch?v=JStPDcGioo0
 https://www.youtube.com/watch?v=-gbczr0lRf4
 https://www.youtube.com/watch?v=G6yvru9mWhE

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HANDOUTS

Handout 4.1

ERA Model is one of the Reflective Practice Models. Following figure shows the three components of ERA
model.

https://www.google.com/search?q=era+reflective+model&sxsrf=ACYBGNSRGS1-g-7kdgGL6D-EBEl-
This simple cycle summarizes the three main components of reflective practice –
• Experience – what happens to us
• Reflection – the process which helps us think through the experience
• Action – what we do as a result of reflection.
Example:
• Chatting with a friend over coffee:
• Experience: it was great to have coffee with my best friend after a long time
• Reflection: I realized that we had missed out on a lot of things, as we had met after at least three
months
• Action: We decided that we will make an effort to meet more often so that we can keep in touch
and can keep our friendship revived

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Session 5: Educational Psychology Time: 120 Minutes

Unit
Child as a Developing Organism

Sub Topic
• Growth and Development
• Emotional Development
Objectives of the Session
Teachers will be able to:
• Discuss three stages of growth and development.
• Understand emotional development.
• Explain different stages of emotional development.
• Share the importance of emotional development in education.
• Discuss the application of emotional development in their classroom teaching.
TEACHING AIDS
Markers, writing board, chart
Required Resources
• Handout 5.1: Stages of Child Growth and Development
• Handout 5.2: Emotional Development and Its Progression
Introduction of the Session 10 minutes
Introduction – Feedback on the Previous day’s Reflection
Facilitator will:
• Ask the trainee teachers to share their reflections on the previous day.
• Invite two to three trainee teachers to share their reflections.
• Provide feedback to each of them.
Instructions/Activities

Activity 1: Stages of Child Growth and Development 40 minutes

• Divide the class into a group of multiple of three (3, 6, and 9).
• In case of 3 groups in total call them 1, 2, and 3. In case of 6 groups in total, call two groups as 1,
two as 2, and two groups as 3 and so on.
• Assign G 1: A.Early Childhood (Birth to Eight Years)from the Hand out 5.1 (Stages of Child
Growth and Development)
• Assign G 2: B.Middle Childhood (Eight to Twelve Years)
• Assign G 3: C. Adolescence (Twelve to Eighteen Years)
• Tell them to read and discuss the assigned portion in their groups.
• After 10 minutes, ask them to discuss and come up with a pictorial presentation of their
understanding.
• Ask each group to display presentation on wall.
• Invite all trainee teachers for Gallery walk so that they may go through the presentation of other
groups.
• Ask them during gallery walk note down the question in writing pads.
• After gallery walk ask each presenter of group to stay with presentation and other trainee teacher

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to be seated.
• Ask each presenter to present presentation in 2-3 minutes.
• After each presentation, invite question from trainee teachers.
• On completion of presentation summarize the activity by giving input on the stages of child growth
and development for more clarity and understanding.
(NOTE: Only one presentation for same task. 2nd presenter of same task will share only those points
which will be skipped by 1st presenter.)

Activity 2: 55 minutes
Emotional Development and its progression
Note: Trainer will prepare a chart of Emotional Development and its Progression(Handout 5.2) before
session
Facilitator will:
• Divide the class into 7 groups by assigning name of days.
• Refer then hand out 5.2 and assign them task as:
• Monday: S# 1 (age 6-10 weeks)
• Tuesday: S# 2 (age 3-4 months)
• Wednesday: S# 3 (age 6-12 months)
• Thursday: S# 4 (age second year)
• Friday: S# 5 (age third year)
• Saturday: S# 6 (age fourth year)
• Sunday: S# 7 (age 7-11 years)
• Ask them to read and discuss the assigned task in groups.
• Nowask one volunteer trainee teacher to present its group task by sharing main points of emotions,
influence, to show and demonstration of that stage.
• Now continue discussion, by saying that during all development stages children develop in all
domains such as social, cognitive and emotional domains.
• Display a chart (already prepared by trainer) and keep referring to it during mini lecture.
• Encourage trainee teachers for asking questions and respond their queries effectively.
• Conclude the topic by asking trainee teachers the following questions:
o Why is important for teachers to understand the emotional conditions of the students?
o How often do you tackle with emotionally not stable students in your class? Please give
examples?
• Initiate focused discussion on remedial strategies in dealing with such students.
• Refer them to see video on you tube about Emotional Development of a child.
• Summarize the activity by recapitulating maximum significant ideas of emotional development and
its progression.
Additional Learning Material
• Hearron, P. F. and V. Hildebrand. “Social-Emotional
Development.” Education.com. <
http://www.education.com/reference/article/social-emotional development-2/ > 18 Nov. 2010.
• Frost, J. L., Wortham, S. C., and S. Reifel. “Characteristics of Social-Emotional Development.”
Education.com. <
http://www.education.com/reference/article/characteristics
social-emotional-development/ > 18 Nov. 2010.
• “Emotional Development.” faqs.org.
• http://www.faqs.org/heatlh/topics/27/Emotional development.html > 18 Nov. 2010.

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Assessment 10 minutes
Facilitator will:
Ask the following question:
• In your teaching how would you balance emotionally mature and immature students in the same
class?
• Collect their responses and appreciate/correct them, if needed.
Home Assignment: 5 minutes
• Write a comprehensive note on important features of emotional development to handle a student in
class who is emotionally imbalanced.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Group activity
• Discussion
• Gallery walk
• Presentation
References
• https://www.pgpedia.com/e/emotional-development
• https://education.stateuniversity.com/pages/1826/Child-Development-Stages-Growth.html
• https://www.youtube.com/watch?v=4od2iiWoyRw

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HANDOUTS
Handout 5.1
Stages of Child Growth and Development
Definitions of stages of growth in childhood come from many sources. Theorists such as Jean Piaget, Lev
Vygotsky, Lawrence Kohlberg, and Erik Erikson have provided ways to understand development, and
recent research has provided important information regarding the nature of development. In addition,
stages of childhood are defined culturally by the social institutions, customs, and laws that make up a
society. For example, while researchers and professionals usually define the period of early childhood as
birth to eight years of age, others in the United States might consider age five a better end point because it
coincides with entry into the cultural practice of formal schooling.
There are three broad stages of development: early childhood, middle childhood, and adolescence. The
definitions of these stages are organized around the primary tasks of development in each stage, though
the boundaries of these stages are malleable. Society's ideas about childhood shift over time, and research
has led to new understandings of the development that takes place in each stage.
A. Early Childhood (Birth to Eight Years)
Early childhood is a time of tremendous growth across all areas of development. The dependent newborn
grows into a young person who can take care of his or her own body and interact effectively with others.
For these reasons, the primary developmental task of this stage is skill development.
Physically, between birth and age three a child typically doubles in height and quadruples in weight. Bodily
proportions also shift, so that the infant, whose head accounts for almost one-fourth of total body length,
becomes a toddler with a more balanced, adult-like appearance. Despite these rapid physical changes, the
typical three-year-old has mastered many skills, including sitting, walking, toilet training, using a spoon,
scribbling, and sufficient hand-eye coordination to catch and throw a ball.
Between three and five years of age, children continue to grow rapidly and begin to develop fine-motor
skills. By age five most children demonstrate fairly good control of pencils, crayons, and scissors. Gross
motor accomplishments may include the ability to skip and balance on one foot. Physical growth slows
down between five and eight years of age, while body proportions and motor skills become more refined.
Physical changes in early childhood are accompanied by rapid changes in the child's cognitive and language
development. From the moment they are born, children use all their senses to attend to their
environment, and they begin to develop a sense of cause and effect from their actions and the responses
of caregivers.
Over the first three years of life, children develop a spoken vocabulary of between 300 and 1,000 words,
and they are able to use language to learn about and describe the world around them. By age five, a child's

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vocabulary will grow to approximately 1,500 words. Five-year-olds are also able to produce five-to seven-
word sentences, learn to use the past tense, and tell familiar stories using pictures as cues.
Language is a powerful tool to enhance cognitive development. Using language allows the child to
communicate with others and solve problems. By age eight, children are able to demonstrate some basic
understanding of less concrete concepts, including time and money. However, the eight-year old still
reasons in concrete ways and has difficulty understanding abstract ideas.
A key moment in early childhood socio-emotional development occurs around one year of age. This is the
time when attachment formation becomes critical. Attachment theory suggests that individual differences
in later life functioning and personality are shaped by a child's early experiences with their caregivers. The
quality of emotional attachment, or lack of attachment, formed early in life may serve as a model for later
relationships.
From ages three to five, growth in socio-emotional skills includes the formation of peer relationships,
gender identification, and the development of a sense of right and wrong. Taking the perspective of
another individual is difficult for young children, and events are often interpreted in all-or-nothing terms,
with the impact on the child being the fore-most concern. For example, at age five a child may expect
others to share their possessions freely but still be extremely possessive of a favorite toy. This creates no
conflict of conscience, because fairness is determined relative to the child's own interests. Between ages
five and eight, children enter into a broader peer context and develop enduring friendships. Social
comparison is heightened at this time, and taking other people's perspective begins to play a role in how
children relate to people, including peers.
Implications for in-school learning: The time from birth to eight years is a critical period in the
development of many foundational skills in all areas of development. Increased awareness of, and ability
to detect, developmental delays in very young children has led to the creation of early intervention
services that can reduce the need for special education placements when children reach school age. For
example, earlier detection of hearing deficits sometimes leads to correction of problems before serious
language impairments occur. Also, developmental delays caused by premature birth can be addressed
through appropriate therapies to help children function at the level of their typically developing peers
before they begin school.
B. Middle Childhood (Eight to Twelve Years)
Historically, middle childhood has not been considered an important stage in human development.
Sigmund Freud's psychoanalytic theory labeled this period of life the latency stage, a time when sexual and
aggressive urges are repressed. Freud suggested that no significant contributions to personality
development were made during this period. However, more recent theorists have recognized the

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importance of middle childhood for the development of cognitive skills, personality, motivation, and inter-
personal relationships. During middle childhood children learn the values of their societies. Thus, the
primary developmental task of middle childhood could be called integration, both in terms of development
within the individual and of the individual within the social context.
Perhaps supporting the image of middle childhood as a latency stage, physical development during middle
childhood is less dramatic than in early childhood or adolescence. Growth is slow and steady until the
onset of puberty, when individuals begin to develop at a much quicker pace. The age at which individuals
enter puberty varies, but there is evidence of a secular trend–the age at which puberty begins has been
decreasing over time. In some individuals, puberty may start as early as age eight or nine. Onset of puberty
differs across gender and begins earlier in females.
As with physical development, the cognitive development of middle childhood is slow and steady. Children
in this stage are building upon skills gained in early childhood and preparing for the next phase of their
cognitive development. Children's reasoning is very rule based. Children are learning skills such as
classification and forming hypotheses. While they are cognitively more mature now than a few years ago,
children in this stage still require concrete, hands-on learning activities. Middle childhood is a time when
children can gain enthusiasm for learning and work, for achievement can become a motivating factor as
children work toward building competence and self-esteem.
Middle childhood is also a time when children develop competence in interpersonal and social
relationships. Children have a growing peer orientation, yet they are strongly influenced by their family.
The social skills learned through peer and family relationships, and children's increasing ability to
participate in meaningful interpersonal communication, provide a necessary foundation for the challenges
of adolescence. Best friends are important at this age, and the skills gained in these relationships may
provide the building blocks for healthy adult relationships.
Implications for in-school learning: For many children, middle childhood is a joyful time of increased
independence, broader friendships, and developing interests, such as sports, art, or music. However, a
widely recognized shift in school performance begins for many children in third or fourth grade (age eight
or nine). The skills required for academic success become more complex. Those students who successfully
meet the academic challenges during this period go on to do well, while those who fail to build the
necessary skills may fall further behind in later grades.
Recent social trends, including the increased prevalence of school violence, eating disorders, drug use, and
depression, affect many upper elementary school students. Thus, there is more pressure on schools to
recognize problems in eight-to eleven-year-olds, and to teach children the social and life skills that will help
them continue to develop into healthy adolescents.

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C. Adolescence (Twelve to Eighteen Years)

Adolescence can be defined in a variety of ways: physiologically, culturally, cognitively; each way suggests a
slightly different definition. For the purpose of this discussion adolescence is defined as a culturally
constructed period that generally begins as individuals reach sexual maturity and ends when the individual
has established an identity as an adult within his or her social context. In many cultures adolescence may
not exist, or may be very short, because the attainment of sexual maturity coincides with entry into the
adult world. In the current culture of the United States, however, adolescence may last well into the early
twenties. The primary developmental task of adolescence is identity formation.
The adolescent years are another period of accelerated growth. Individuals can grow up to four inches and
gain eight to ten pounds per year. This growth spurt is most often characterized by two years of fast
growth, followed by three or more years of slow, steady growth. By the end of adolescence, individuals
may gain a total of seven to nine inches in height and as much as forty or fifty pounds in weight. The timing
of this growth spurt is not highly predictable; it varies across both individuals and gender. In general,
females begin to develop earlier than do males.
Adolescence is an important period for cognitive development as well, as it marks a transition in the way in
which individuals think and reason about problems and ideas. In early adolescence, individuals can classify
and order objects, reverse processes, think logically about concrete objects, and consider more than one
perspective at a time. However, at this level of development, adolescents benefit more from direct
experiences than from abstract ideas and principles. As adolescents develop more complex cognitive skills,
they gain the ability to solve more abstract and hypothetical problems. Elements of this type of thinking
may include an increased ability to think in hypothetical ways about abstract ideas, the ability to generate
and test hypotheses systematically, the ability to think and plan about the future, and meta-cognition (the
ability to reflect on one's thoughts).
As individuals enter adolescence, they are confronted by a diverse number of changes all at one time. Not
only are they undergoing significant physical and cognitive growth, but they are also encountering new
situations, responsibilities, and people.
Entry into middle school and high school thrusts students into environments with many new people,
responsibilities, and expectations. While this transition can be frightening, it also represents an exciting
step toward independence. Adolescents are trying on new roles, new ways of thinking and behaving, and
they are exploring different ideas and values. Erikson addresses the search for identity and independence
in his framework of life-span development. Adolescence is characterized by a conflict between identity and
role confusion. During this period, individuals evolve their own self-concepts within the peer context. In
their attempts to become more independent adolescents often rely on their peer group for direction

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regarding what is normal and accepted. They begin to pull away from reliance on their family as a source of
identity and may encounter conflicts between their family and their growing peer-group affiliation.
With so many intense experiences, adolescence is also an important time in emotional development.
Mood swings are a characteristic of adolescence. While often attributed to hormones, mood swings can
also be understood as a logical reaction to the social, physical, and cognitive changes facing adolescents,
and there is often a struggle with issues of self-esteem. As individuals search for identity, they confront the
challenge of matching who they want to become with what is socially desirable. In this context,
adolescents often exhibit bizarre and/or contradictory behaviors. The search for identity, the concern
adolescents have about whether they are normal and variable moods and low self-esteem all work
together to produce wildly fluctuating behavior.
The impact of the media and societal expectations on adolescent development has been far reaching.
Young people are bombarded by images of violence, and unattainable standards of beauty. This exposure,
combined with the social, emotional, and physical changes facing adolescents, has contributed to an
increase in school violence, teen abuse, and eating disorders. The onset of many psychological disorders,
such as depression, other mood disorders, and schizophrenia, is also common at this time of life.
Implications for in-school learning: The implications of development during this period for education are
numerous. Teachers must be aware of the shifts in cognitive development that are occurring and provide
appropriate learning opportunities to support individual students and facilitate growth. Teachers must also
be aware of the challenges facing their students in order to identify and help to correct problems if they
arise. Teachers often play an important role in identifying behaviors that could become problematic, and
they can be mentors to students in need.

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Handout 5.2
Emotional Development and Its Progression

EMOTIONAL DEVELOPMENT
Definition:
Emotional development refers to the ability to recognize, express, and manage feelings at different stages
of life and to have empathy for the feelings of others.
The development of these emotions, which include both positive and negative emotions, is largely affected
by relationships with parents, siblings, and peers.
Emotional Development at Different Stages of Life
S.
AGE EMOTIONS INFLUENCED BY TO SHOW DEMONSTRATION
no
01 Smile accompanied
06-10 Caregivers’ smile Response to caregivers’
by actions and Pleasure
weeks and interactions actions
sounds
02 Recognition of variance
in normal actions
03-04 Happiness/
Laugh Others’ actions (which is considered as
months strangeness
normal according to the
norms)
03 Discomfort/ Expression of emotions,
06-12 Fear, disgust, anger,
Caregivers’ actions displeasure or Promotion of social
months sadness etc.
need attention skills
04 Communication of
verbal expressions of
Shame, Affections,
Second Self and Others’ emotions.
embarrassment, distress, pain,
year actions Progression toward
pride etc. fatigue
cultural intelligence
(emotion regulation)
05 They begin to Emotional Controlled emotional
Teaching and
Third express their reactions to behavior in the
training by the
year emotions different presence of adults
caregivers
appropriately situations

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06 Realization of
the need to
change their
They start to alter emotional Development of
Fourth Learning of social
their emotional expressions to complex skills of
year and cultural norms
expressions match them understanding
with the
requirement of
the situations
07 That decisions
are the function
of their own
emotional
Start to exhibit a Learning emotion
07- experiences and Implementation of self-
wide array of self- management and
11years the type of regulation skills
regulation skills decision making
relationship
with others
How they feel
other view them

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Session 6: Educational Psychology Time: 120 Minutes

Unit 2
Child as a developing organism

Sub Topic
• Social development
Objectives of the Session
The trainee teacher will able to:
• Define Social development.
• Know the meaning and concept of social development.
• Describe the stages of social development (Theories).
• Identify characteristics and importance of social development.
Teaching Aids
Writing board, stationery.
Required Resources
• Handout 6.1: Definitions and details of social development.
• Handout 6.2: Concept of social development
• Handout 6.3: Erikson’s stages of social development and other theories.
• Handout 6.4: Importance and characteristics of social development.
• Worksheet 6.1: Trace the Pattern of your own Social Development
Introduction of the Session 5 minutes
• Inform the trainee teachers that in today’s session, collaborative activities will be conducted to
discuss the social development of a child, its different stages, characteristic and importance of
social development.
Instructions/Activities 5 minutes
• Give feedback on the reflections of the previous session.
• Recap the lecture, if required, on reflection
• Assert on the following questions while giving feedback.
o What did I learn from my previous session?
o What part of the lesson went well?
o Where did I feel pressure?
• Keep the feedback general so that all the trainee teachers are benefitted.
Activity 1 25 minutes
Brainstorming
• Ask trainee teachers that how a child normally learns the social norms.
• Write their responses on writing board.
• Now generalize the discussion by sharing that it basically refers to social development of a child.
Definition of Social Development:
• Create mini discussion and share various definitions of Social Development with the help of
Handout 6.1.
• Guide them to derive their own definition out of the definitions given in Handout 6.1 and write it
on a page.

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• Invite any 2 volunteer to present and explain their definition.

• Conclude the activity by addressing their queries if needed.

Activity 3: 15minutes
Concept of social development
• Shuffle the group into 6 and ask each group to select a group leader.
• Ask them to readand discuss Handout 6.2 (concept of social development) in pairs.
• After discussion, invite any three pairs to share his/her comments (each pair on 1 topic of the
handout).
• The facilitator will note down these comments on the board.
• Ask trainee teacher about question If any then answer those in effective way.

Activity 4 35 minutes
Stages of social development (Erikson and other theories)
• Divide the class into four groups. (A, B, C and D)
• Ask them to read first part of the Handout 6.3 (theories of social development, Bowlby's Attachment
Theory, Freud's Psychosexual Developmental Theory, Bandura's Social Learning Theory) and take
notes of the important points in 10 minutes.
• Then assign more task to each group as: (Erikson’s 8 stages of psychosocial development)
▪ Group 1: stage 1 and 5
▪ Group 2: stage 2 and 6
▪ Group 3: stage 3 and 7
▪ Group 4: stage 4 and 8
• Inform them to study, discuss and make a very clear and effective presentation of it.
• Ask trainee teacher to paste the chart on wall.
• Select a pair of volunteer presenter from each group and ask to present each stage by ROLE PLAY.
• Ask the spectators/ other trainee teachers to comment on the role plays and performance of the
actors involved in the role play.
• Appreciate and encourage the actors.
• Generate a focused discussion on how Erikson theory complements other theories of development.
• Recapitulate the Erikson’s stages and sum up the activity.

Activity 5: 20 minutes
Characteristics and importance of social development.
• Ask trainee teacher why social development is important?
• Note down these responses on the writing board.
• Share key points through a mini interactive lecture on A. Characteristics of social development
theory of a child usingHandout 6.4.
• Now divide the participants into 4 groups and assign task as: (from Handout 6.4, B. how can
parents make a difference when it comes to social development)
o Group 1: infants and toddlers
o Group 2: preschoolers
o Group 3: school children
o Group 4: why is social development so important?
• Ask the trainee teacher to note down points on writing pads.

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• Ask trainee teachers to share points (each member share different points one by one
• Summarize the activity by sharing your input.
Additional Learning Material
• Source: Educational psychology by shakeel Ahmed (2016) by AL-ILM publishers Peshawar.
• Video: https://www.youtube.com/watch?v=UtGqRVIKg4U

Assessment 10 minutes
• Refer trainee teacher to worksheet 6.1 and instruct them to study deeply and response it.
• Take random responses from 5 to 6 and clear misconception if any.

Home Assignment: 5 minutes

• Watch related videos on the learned topics on net and note main points.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Brain storming
• Group activity
• Role play
• Presentations
• Pair work
• Lecture

References
• https://www.scanva.org/support-for-parents/parent-resource-center-2/social-development-in-
children/
• http://www.studylecturenotes.com/social-sciences/education/202-social-development-a-
educational-psychology
• https://dmh.mo.gov/healthykids/parents/social-emotional-development
• https://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp.
• https://www.assignmentpoint.com/arts/sociology/social-development-of-a-child.html
• https://courses.lumenlearning.com/teachereducationx92x1/chapter/eriksons-stages-of-
psychosocial-development/
• https://www.onlinepsychologydegree.info/lists/5-theories-of-child-development/
• https://www.scanva.org/support-for-parents/parent-resource-center-2/social-development-in-
children/
• https://www.kinderstudien.at/en/information-for-parents/the-importance-of-social-development/
Additional References

• Beidel, B. (2005). Childhood anxiety disorders. Oxford, UK: Brunner-Routledge.

• Eyler, J. & Giles, D. (1999). Where’s the learning in service learning? San Francisco: Jossey-Bass
• Kay, C. (2003). The complete guide to service learning. New York: Free Spirit Publishing.
• Maslow, A. (1987). Motivation and personality, 3rd edition. New York: Harper & Row.

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HANDOUTS
Handout 6.1
Definitions and details of social development
Definitions:
1) Social development refers to the process by which a child learns to interact with others around them.
As they develop and perceive their own individuality within their community, they also gain skills to
communicate with other people and process their actions.
https://www.scanva.org/support-for-parents/parent-resource-center-2/social-development-in-children/
2) According to Bilance “social development is the promotion of a sustainable society that is worthy of
human dignity by empowering marginalized groups, women and men to undertake their own
development to improve their social and economic position and to acquire their rightful place in the
society.
3) Child Social Development defined as:
• It is a process to attain maturity in social relationship
• A learning process to confirm to a group standard, morals, traditions
• A process where new types of behavior is learnt, change in interests occurs and new friendships are
developed and an adjustment to a new environment
• The speed and nature of social development vary from age to age and mental abilities of students /
persons. Social development is a learning process which must be very carefully monitored and
guided by all those who are in charges or guardians of a child.
http://www.studylecturenotes.com/social-sciences/education/202-social-development-a-educational-
psychology
4) Social and emotional development is a child’s ability to understand the feelings of others, control his or
her own feelings and behaviors, get along with other children, and build relationships with adults. In
order for children to develop the basic skills they need such as cooperation, following directions,
demonstrating self-control and paying attention, they must have social- emotional skills.
https://dmh.mo.gov/healthykids/parents/social-emotional-development
5) Social-emotional development includes the child’s experience, expression, and management of emotions
and the ability to establish positive and rewarding relationships with others (Cohen and others 2005). It en-
compasses both intra- and interpersonal processes.
https://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp.

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Handout 6.2
Concept of social development
The concept of social development lies in the concept of socialization. It refers to the process by which a
child learns to interact with others around them. To understand that, we have to understand socialization
at the time of his birth, a child is very selfish. He does not know about sharing his joys and toys with others.
Social development involves learning the values, knowledge, and skills that enable children to relate to
others effectively and to contribute in positive ways to family, school and the community. Round the age of
two, he realizes that he is just a little man in the complex order. Others also matter and that he alone does
not matter. Giving and taking starts.
Various authorities have also defined social development. Few are quoted below:
• Freeman and Showel, “By social growth and development we mean increasing ability to get along
well with one and others.”
• Hurlock, “It is attaining of social relationship.”
In nutshell, socialization means:
a) Contact with people-its beginning,
b) Dealing with people and learning from them,
c) It is a conscious activity. It does not take place automatically
1. Early Childhood (2-6 YEARS)
Baby deals with adults in his/her immediate environment. According to Mrs. E. B. Hurlock, the important
patterns of his social development during this age are:
1. 2nd month on hearing a voice, the baby turns his head.
2. 4th month Stops crying when talked to and makes movements in anticipation of being lifted.
3. 6th month in touch with the adult ‘talks’ to the adult.
4. 2 years. The baby likes to do things independently and runs around for the adults-he can bring the
newspaper lying at a gate when asked to and when the baby is in the mood. Learns to imitate
adults
5. Becomes an active member of the group. He participates in group activities.
6. ‘Parallel play’ activity is no longer there.
7. Social development during this stage depends much on his relationship with his parents. He can
become a likable individual, however, if a relationship is not cordial, he will become assertive.
8. He has many friends and shows preferences for friends.
9. His patterns of social behavior are-(i) Aggression, (ii) Quarrels, and (iii) Selfishness.

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2. Later childhood (6-12 YEARS)

a) This is called school going age.
b) The number of friend’s increases manifold-permanent associations are formed. Social interaction is
at its maximum.
c) The child is capable of dealing with many social situations.
3. Group/ Gang Age
Later childhood, social development-wise is also known as gang age. Formation of gangs is the peculiar
feature of social development in this age.
Gang means a small group or a spontaneous local group. It is formed by children themselves. It is not
authorized from outside.
• Gang has a leader who issues commands.
• Gang has a code of ethics.
• Gang has a secret language.
• Girl’s gangs are smaller and firmer.
• Gangs meet at a secret place or hideout.
The activities of the gang are mostly anti-social- teasing old men, bullying small children-stealing fruit
from neighbor’s garden, fights with other gangs, tearing posters, throwing stones in neighbor’s co.
https://www.assignmentpoint.com/arts/sociology/social-development-of-a-child.html

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Handout 6.3
Theories of social development
The following are the child development theories that are among some of the most recognized and utilized by
the experts.
• Erikson's Psychosocial Developmental Theory.
• Bowlby's Attachment Theory.
• Freud's Psychosexual Developmental Theory.
• Bandura's Social Learning Theory.
• Bowlby’s Attachment Theory
John Bowlby was another groundbreaking psychologist and theorist in matters of development. He also
crafted one of the earliest known child development theories which still sees prominent use and citation
today. In Bowlby’s Attachment Theory, he asserted that much of child development is based on the innate
need of children to form attachments. These attachments may involve any number of people, places, or
things and ultimately have a substantial effect on onward development patterns throughout life.
• Freud’s Psychosexual Developmental Theory
According to Encyclopedia Britannica, Sigmund Freud “may justly be called the most influential intellectual
legislator of his age.” While creating the modern field of psychoanalytic, Freud also went on to make many
other significant contributions to the sciences including the assertion of multiple, important theories.
Freud’s Psychosexual Developmental Theory was one of these important products in which Freud
explained that child experiences, experienced at different ages in childhood, directly go on to dictate
personality and behavior patterns in the later adult. This general theory has since birthed virtually
countless studies, disciplines, and other academic and business establishments.
• Bandura’s Social Learning Theory
Albert Bandura’s Social Learning Theory is commonly relied upon today across many industries and
professions. This theory states that while much child learning and development does come from direct
experience, much also comes from modeling and simple observations. Bandura himself is
anotherimportant and very pioneering figure in psychology who is currently the Professor Emeritus at
Stanford University.
https://www.onlinepsychologydegree.info/lists/5-theories-of-child-development/

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• Erikson’s stages of social development

Introduction
Erikson’s Theory: Erik Erikson (1902–1994) was a stage theorist who took Freud’s controversial theory of
psychosexual development and modified it as a psychosocial theory. Erikson emphasized that the ego
makes positive contributions to development by mastering attitudes, ideas, and skills at each stage of
development. This mastery helps children grow into successful, contributing members of society. During
each of Erikson’s eight stages, there is a psychological conflict that must be successfully overcome in order
for a child to develop into a healthy, well-adjusted adult.
Erikson’s 8 Stages of Psychosocial Development
Erikson developed his eight stages of psychosocial development based on Freud’s psychosexual theory.
Stages of Psychosocial Development
Erikson’s stages of psychosocial development are based on (and expand upon) Freud’s psychosexual
theory. Erikson proposed that we are motivated by the need to achieve competence in certain areas of our
lives. According to psychosocial theory, we experience eight stages of development over our lifespan, from
infancy through late adulthood. At each stage there is a crisis or task that we need to resolve. Successful
completion of each developmental task results in a sense of competence and a healthy personality. Failure
to master these tasks leads to feelings of inadequacy.
Erikson also added to Freud’s stages by discussing the cultural implications of development; certain
cultures may need to resolve the stages in different ways based upon their cultural and survival needs.
1. Trust vs. Mistrust
From birth to 12 months of age, infants must learn that adults can be trusted. This occurs when adults
meet a child’s basic needs for survival. Infants are dependent upon their caregivers, so caregivers who are
responsive and sensitive to their infant’s needs help their baby to develop a sense of trust; their baby will
see the world as a safe, predictable place. Unresponsive caregivers who do not meet their baby’s needs
can engender feelings of anxiety, fear, and mistrust; their baby may see the world as unpredictable. If
infants are treated cruelly or their needs are not met appropriately, they will likely grow up with a sense of
mistrust for people in the world.
2. Autonomy vs. Shame/Doubt
As toddlers (ages 1–3 years) begin to explore their world, they learn that they can control their actions and
act on their environment to get results. They begin to show clear preferences for certain elements of the
environment, such as food, toys, and clothing. A toddler’s main task is to resolve the issue of autonomy vs.
shame and doubt by working to establish independence. This is the “me do it” stage. For example, we

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might observe a budding sense of autonomy in a 2-year-old child who wants to choose her clothes and
dress herself. Although her outfits might not be appropriate for the situation, her input in such basic
decisions has an effect on her sense of independence. If denied the opportunity to act on her
environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of
shame.
3. Initiative vs. Guilt
Once children reach the preschool stage (ages 3–6 years), they are capable of initiating activities and
asserting control over their world through social interactions and play. According to Erikson, preschool
children must resolve the task of initiative vs. guilt. By learning to plan and achieve goals while interacting
with others, preschool children can master this task. Initiative, a sense of ambition and responsibility,
occurs when parents allow a child to explore within limits and then support the child’s choice. These
children will develop self-confidence and feel a sense of purpose. Those who are unsuccessful at this
stage—with their initiative misfiring or stifled by over-controlling parents—may develop feelings of guilt.
4. Industry vs. Inferiority
During the elementary school stage (ages 6–12), children face the task of industry vs. inferiority. Children
begin to compare themselves with their peers to see how they measure up. They either develop a sense of
pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior
and inadequate because they feel that they don’t measure up. If children do not learn to get along with
others or have negative experiences at home or with peers, an inferiority complex might develop
into adolescence and adulthood.
5. Identity vs. Role Confusion
In adolescence (ages 12–18), children face the task of identity vs. role confusion. According to Erikson, an
adolescent’s main task is developing a sense of self. Adolescents struggle with questions such as “Who am
I?” and “What do I want to do with my life?” Along the way, most adolescents try on many different selves
to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their “adult”
selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain
true to their beliefs and values in the face of problems and other people’s perspectives. When adolescents
are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents’
ideas for the future, they may develop a weak sense of self and experience role confusion. They will be
unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role
will likely struggle to “find” themselves as adults.

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6. Intimacy vs. Isolation

People in early adulthood (20s through early 40s) are concerned with intimacy vs. isolation. After we have
developed a sense of self in adolescence, we are ready to share our life with others. However, if other
stages have not been successfully resolved, young adults may have trouble developing and maintaining
successful relationships with others. Erikson said that we must have a strong sense of self before we can
develop successful intimate relationships. Adults who do not develop a positive self-concept in
adolescence may experience feelings of loneliness and emotional isolation.
7. Generativity vs. Stagnation
When people reach their 40s, they enter the time known as middle adulthood, which extends to the mid-
60s. The social task of middle adulthood is generativity vs. stagnation. Generativity involves finding your
life’s work and contributing to the development of others through activities such as volunteering,
mentoring, and raising children. During this stage, middle-aged adults begin contributing to the next
generation, often through childbirth and caring for others; they also engage in meaningful and productive
work which contributes positively to society. Those who do not master this task may experience stagnation
and feel as though they are not leaving a mark on the world in a meaningful way; they may have little
connection with others and little interest in productivity and self-improvement.
8. Integrity vs. Despair
From the mid-60s to the end of life, we are in the period of development known as late adulthood.
Erikson’s task at this stage is called integrity vs. despair. He said that people in late adulthood reflect on
their lives and feel either a sense of satisfaction or a sense of failure. People who feel proud of their
accomplishments feel a sense of integrity, and they can look back on their lives with few regrets. However,
people who are not successful at this stage may feel as if their life has been wasted. They focus on what
“would have,” “should have,” and “could have” been. They face the end of their lives with feelings of
bitterness, depression, and despair.
https://courses.lumenlearning.com/teachereducationx92x1/chapter/eriksons-stages-of-psychosocial-
development/

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Handout 6.4
Importance and characteristics of social development
A. Characteristics of social development theory of a child:
The characteristics of social development are often associated by the skill of cooperation, rotation,
initiative / leadership, sharing, discipline and participation.
Social Development in Children

Ask any parent about their child’s development, and they’ll often talk about speech and language
development, gross motor skills or even physical growth. But a child’s social development—her ability to
interact with other children and adults—is a critical piece of the development puzzle.
What is social development?
Social development refers to the process by which a child learns to interact with others around them. As
they develop and perceive their own individuality within their community, they also gain skills to
communicate with other people and process their actions. Social development most often refers to how a
child develops friendships and other relationships, as well how a child handles conflict with peers.
Why is social development so important?
Social development can actually impact many of the other forms of development a child experience. A
child’s ability to interact in a healthy way with the people around her can impact everything from learning
new words as a toddler, to being able to resist peer pressure as a high school student, to successfully
navigating the challenges of adulthood. Healthy social development can help your child:
Develop language skills. An ability to interact with other children allows for more opportunities to practice
and learn speech and language skills. This is a positive cycle, because as communication skills improve, a
child is better able to relate to and react to the people around him.
Build self-esteem. Other children provide a child with some of her most exciting and fun experiences.
When a young child is unable to make friends, it can be frustrating or even painful. A healthy circle of
friends reinforces a child’s comfort level with her own individuality.
Strengthen learning skills. In addition to the impact social development can have on general
communication skills, many researchers believe that having healthy relationships with peers (from
preschool on up) allows for adjustment to different school settings and challenges. Studies show that
children who have a hard time getting along with classmates as early as preschool are more likely to
experience later academic difficulties.
Resolve conflicts. Stronger self-esteem and better language skills can ultimately lead to a better ability to
resolve differences with peers.

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Establish positive attitude. A positive attitude ultimately leads to better relationships with others and
higher levels of self-confidence.
B. How can parents make a difference when it comes to social development?
Studies show that everyday experiences with parents are fundamental to a child’s developing social skill
set. Parents provide a child with their very first opportunities to develop a relationship, communicate and
interact. As a parent, you also model for your child every day how to interact with the people around you.
Because social development is not talked about as much as some other developmental measures, it can be
hard for parents to understand the process AND to evaluate how their child is developing in this area.
There are some basic developmental milestones at every age, as well as some helpful tips a parent can use
to support their child.
1. Infants & Toddlers: During the first 2 years of life, huge amounts of development are rapidly
occurring. You can expect your child to:
✓ Smile and react positively to you and other caregivers
✓ Develop stranger anxiety—though it can be frustrating, this is a normal step in development
✓ Develop an attachment to a comfort object such as a blanket or animal
✓ Begin to show anxiety around other children
✓ Imitate adults and children—just as a child develops in other ways, many social skills are learned
simply through copying what a parent or sibling does
✓ Already be affected by emotions of parents and others around them
As a parent, you can:
✓ Respond to your baby’s needs promptly—your child is learning how to trust someone
✓ Make eye contact with your baby—get down to their level and connect visually when you interact
with them
✓ Babble and talk to your baby, always pausing to allow them to respond
✓ Play copycat with words and actions
✓ Play “peekaboo”—this teaches your child that even if you “disappear” you will come back, and sets
the stage for less stranger anxiety in the future
✓ Involve your baby in daily activities such as running errands or visiting friends—this shows them
how you interact with others in a respectful, positive way
✓ Begin to arrange playdates so that your child can interact with peers
2. Preschoolers:
✓ By this age, the stage has been set in the earliest years (mostly by parental and other family
interactions) for a child to branch out. As preschool begins your child can:

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✓ Explore independently
✓ Express affection openly, though not always accurately—there can still be much frustration for
your child as language development is still happening
✓ Still show some stranger anxiety
✓ Perfect the temper tantrum—it can be stressful, but tantrums are a normal part of child
development
✓ Learn how to soothe themselves
✓ Be more aware of others’ emotions
✓ Cooperate with other children
✓ Express fear or anxiety before an upcoming event (such as a doctor visit)
As a parent, you can:
✓ Demonstrate your own love through words and physical affection—which is a great way to begin
teaching a child how to express other emotions as well
✓ Help your child express their emotions by talking through what they are feeling
✓ Play with your child in a “peer-like” way to encourage cooperative play—this is helpful when they
are in a group environment and have to share toys and cooperate
✓ Continue to provide play dates and opportunities to interact with other children
✓ Provide examples of your trust in others, such as your own friendships or other relationships
3. School children:
By 5 and older, a child’s social development begins to reach new levels. This is a point in time when most
children will spend more hours in a day with other children than with their parents. It is normal for them
to:
✓ Thrive on friendships
✓ Want to please friends, as well as be more like their friends
✓ Begin to recognize power in relationships, as well as the larger community
✓ Recognize and fear bullies or display bully-like behavior themselves
✓ As early as 10, children may begin to reject parents’ opinion of friends and certain behaviors—this
is a normal step, but can be especially frustrating for parents
As a parent, you can:
✓ Talk with your child about social relationships and values by asking them about school and friends
every day
✓ Allow children the opportunity to discuss social conflicts and problem-solve their reactions/actions
✓ Discuss the subject of bullying and harassment, both in person and on the Internet

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✓ Allow older children to work out everyday problems on their own

✓ Keep the lines of communication open—as a parent, you want to make yourself available to listen
and support your child in non-judgmental ways
Your child’s social development is a complex issue that is constantly changing. But the good news is that
parents can have a big impact on how it progresses. By modeling healthy relationships and staying
connected with your child, you can help them relate to the people around them in positive, beneficial
ways. By encouraging them to engage with other children and adults, you’re setting them up to enjoy the
benefits of social health—from good self-esteem to strong communication skills to the ability to trust and
connect with those around them.
https://www.scanva.org/support-for-parents/parent-resource-center-2/social-development-in-children/

4. Why is social development so important?

Newborn babies are highly dependent on their caregivers and the people in their environment. They need
protection, nutrition and comfort. So, it is not surprising that babies look for guidance from adults from
birth onward. Developmental psychological research has shown that already hours after birth, babies look
longer at human faces compared to objects. They can even distinguish their mother’s face from the faces
of other women and have a preference for looking at their mother.
A few weeks after birth, the caregiving of trusted and familiar people is rewarded by babies: social smiling
begins. The smile no longer simply signals, I’m fine “but also, I’m glad you’re here “. A wonderful moment
for parents.
We are particularly interested in how infants and children perceive other people and learn from them.
„Social learning “enables children to acquire languages, learn about opportunities and risks in the
environment, about the functions of objects, and much more. So, in the first years of life, babies turn from
newcomers with still limited visual acuity and little motoric abilities into alert young explorers who manage
remarkably well to find their ways in the world!
We want to contribute to a better understanding of this fascinating development. The more we know
about healthy development, the sooner we can find ways to help children with difficulties inform parents
and educators about developmental processes and create optimal learning environments for children!
https://www.kinderstudien.at/en/information-for-parents/the-importance-of-social-development/

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Eventually, the preeminence of Gesell’s ideas gave way to theories that stressed the importance of
environmental rather than internal elements in child development, as the ideas of Jerome S. Bruner and
Jean Piaget gained prominence. Gesell’s writings have been criticized by other psychologists because he
did not readily acknowledge that there are individual and cultural differences in child development, and
his focus on developmental norms implied that what is typical for each age is also what is desirable.
Although the developmental quotient is no longer accepted as a valid measure of intellectual ability, Gesell
remains an important pioneer in child development, and is recognized for his advances in the
methodology of carefully observing and measuring behavior, and describing child development. He
created a foundation for subsequent research that described both average developmental trends and
individual differences in development. He also inaugurated the use of photography and observation
through one-way mirrors as research tools.

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Worksheet 6.1
Trace the pattern of your own social development
At what stage did you drop the ‘E ‘and allow your EGO to GO?

CHILDHOOD: ADULTHOOD:

What was the crisis/task that you were faced What was the crisis/task that you were faced
with? with?

Was the crisis resolved? If yes, how were you Was the crisis resolved? If yes, how were you able
able to resolve it? If not, what reasons do you to resolve it? If not, what reasons do you think
think were responsible for the crisis to persist? were responsible for the crisis to persist?

ADOLESCENCE: NOW:

What was the crisis/task that you were faced What was the crisis/task that you were faced
with? with?

Was the crisis resolved? If yes, how were you Was the crisis resolved? If yes, how were you able
able to resolve it? If not, what reasons do you to resolve it? If not, what reasons do you think
think were responsible for the crisis to persist? were responsible for the crisis to persist?

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Session 7: Educational Psychology Time: 120 Minutes

Unit
Child as a developing organism

Sub Topic
• Physical development
Objectives of the Session
After the session, the Trainee teachers will be able to:
• Define; Physical development.
• Describe Stages of physical development.
• Discuss the importance of physical development of a child.
• Recognize the effects of physical development upon a child.
• Understand and know about various classroom activities to enhance physical development of
students.
Teaching Aids
Writing board, markers, and charts.

Required Resources
• Handout 7.1: Definition of physical development
• Handout 7.2: Stages of physical development
• Handout 7.3: Importance of physical development
• Handout 7.4: Effects of physical development
Introduction of the Session 5 minutes
• Tell the trainee teachers that today we will explore physical development; its stages, importance
and its effect on a child.
Instructions/Activities

Activity 1: 20 minutes
Definition of Physical development
• Ask, the trainee teachers what they understand by the word ‘physical development’?
• Ask them to think individually then share it with the partner next to them and develop a simple
definition.
• Assign themHandout 7.1 to read &compare their own created definitions with the definitions given
in the Handout.
• Revise and correct their definition, if required.
• Invite two participants randomly to share their corrected definition with the whole class.
• Sum up the activity addressing their questions, if any.
Activity 2: 25 minutes
Stages of physical development
• Make four groups and select group leaders.
• Divide the given material (Handout 7.2) into two parts.
o Assign part-I to group 1 & 2.
o Assign part-II to group 3 & 4.

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 Ask them to study their material thoroughly.

 After discussion, send group leader 1 to group 3 & group leader 3 to 1.
 Send group leader 2 to 4 & 4 to 2.
 Ask them to share their knowledge with their new group.
 Sit in each group and facilitate their discussion.
• Conclude the activity by sharing the summary of the Handout 7.2.

Activity 3: 40 minutes
Classroom activities to enhance physical development
• Divide the class into two groups I and II.
• Ask them to open Handout 7.3 and watch the videos assigned to them.
• Ask them to design similar activities for students in the classroom.
• Encourage them to demonstrate the activities through role play.
• Tell them to take ideas from the written articles in Handout 7.3.
• Encourage each group member to take part in the activity.
• Sum up the activity by saying,

Children develop in holistic manner. Physical development should be seen as an important factor
in a choice developmental process. It has shown to help enhance, motivation, learning and
wellbeing in children

Activity 4: 20 minutes
Importance of physical development
• Display a blank chart on the board and invite one volunteer to come, take responses & write on the
chart.
• Topic is ‘importance of physical development’.
• When the activity is completed so brief the trainee teachers from Handout 7.3 and summarize the
activity.
Additional Learning Material
https://www.bartleby.com/essay/The-Effects-Of-Physical-Development-On-The-PK7G5K4JF995
Assessment 05 minutes
• Ask the trainee teachers to answer the following questions:
o What do you understand by physical development?
o Do you think the teacher needs to have knowledge about stages of physical development of a
child?
Home Assignment: 05 minutes
https://www.ornes.nl/wp-content/uploads/2010/08/Play-in-children-s-development-health-and-well-
being-feb-2012.pdf
Skim the book on children’s’ health and well- being and select any one area of your choice and show the
physical development of a child, taking help from suggestions from the text read.

Teaching Strategies/Tips for the Trainee Teachers

Tell them that following strategies have been used in today’s session:
• Brainstorming
• Group Activity
• Discussion

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• Presentation
• Think pair share
References
• (https://www.firstdiscoverers.co.uk/lev-vygotsky-child-development-theories/
• https://www.gracepointwellness.org/462-child-development-parenting-early-3-7/article/12755-
early-childhood-physical-development-gross-and-fine-motor-development.
• http://www.crec.co.uk/announcements/the-importance-of-physical-development

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HANDOUTS
Handout 7.1
Physical Development
• Physical development in children refers to the development of their motor skills, which involves
using their bodies. According to North Dakota State University, physical development is defined by
a child's gross motor, fine motor and balance or coordination skills.
• Physical development is an important area of child development that includes children’s physical
growth, as well as their increasing ability to control the muscles of their bodies. Children’s physical
development follows a predictable pattern, but each child grows at his or her own rate
• Physical development is the process that starts in human infancy and continues into late adolescent
concentrating on gross and fine motor skills as well as puberty. (Kimberly Thomas)

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Handout 7.2
Stages of Physical Development
Physical development is divided broadly into three age groups
1. Early childhood (3-5 years)
2. Middle childhood (5-7years)
3. Adolescence(7-12)
Part-I
Stages of physical development;
Physical development: Gross motor skills
The term "gross motor" development refers to physical skills that use large body movements, normally
involving the entire body. In the sense used here, gross means "large" rather than "disgusting.
Between ages 2 and 3 years, young children stop "toddling," or using the awkward, wide-legged robot-like
stance that is the hallmark of new walkers. As they develop a smoother gait, they also develop the ability
to run, jump, and hop. Children of this age can participate in throwing and catching games with larger balls.
They can also push themselves around with their feet while sitting on a riding toy.
Children who are 3 to 4 years old can climb up stairs using a method of bringing both feet together on each
step before proceeding to the next step (in contrast, adults place one foot on each step-in sequence).
However, young children may still need some "back-up" assistance to prevent falls in case they become
unsteady in this new skill. Children of this age will also be stumped when it's time to go back down the
stairs; they tend to turn around and scoot down the stairs backwards. 3 to 4-year old can jump and hop
higher as their leg muscles grow stronger. Many can even hop on one foot for short periods of time.
Also, at this age (3 to 4 years), children develop better upper body mobility. As a result, their catching and
throwing abilities improve in speed and accuracy. In addition, they can typically hit a stationary ball from a
tee with a bat. As whole-body coordination improves, children of this age can now peddle and steer a
tricycle. They can also kick a larger ball placed directly in front of their bodies.
By ages 4 to 5, children can go up and down the stairs alone in the adult fashion (i.e., taking one step at a
time). Their running continues to smooth out and increase in speed. Children of this age can also skip and
add spin to their throws. They also have more control when riding their tricycles (or bicycles) and can drive
them faster.
During ages 5 to 6, young children continue to refine earlier skills. They're running even faster and can start
to ride bicycles with training wheels for added stability. In addition, they can step sideways. Children of this
age begin mastering new forms of physical play such as the jungle gym, and begin to use the see-saw, slide,
and swing on their own. They often start jumping rope, skating, hitting balls with bats, and so on. Many
children of this age enjoy learning to play organized sports such as soccer, basketball, t-ball or swimming.

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In addition, 5 to 6-year old often like to participate in physical extracurricular activities such as karate,
gymnastics, or dance. Children continue to refine and improve their gross motor skills through age 7 and
beyond.
Part-II
Physical Development: Fine Motor Skills

Fine motor skills are necessary to engage in smaller, more precise movements, normally using the hands
and fingers. Fine motor skills are different than gross motor skills which require less precision to perform.

By ages 2 to 3 years, children can create things with their hands. They can build towers out of blocks, meld
clay into rough shapes, and scribble with a crayon or pen. Children of this age can also insert objects into
matching spaces, such as placing round pegs into round holes. 2 to 3-year-olds often begin showing a
preference for using one hand more often than the other, which is the beginning of becoming left or right-
handed.

Around ages 3 to 4 years, children start to manipulate clothing fasteners, like zippers and snaps, and
continue to gain independence in dressing and undressing themselves. Before they enter school, most
children will gain the ability to completely dress and undress themselves (even though they may take a
long time to finish the task). At this age, children can also begin using scissors to cut paper. Caregivers
should be sure to give children blunt, round-edged "kid" scissors for safety reasons!

3 to 4 year- old continue to refine their eating skills and can use utensils like forks and spoons. Young
children at this age can also use larger writing instruments, like fat crayons, in a writing hold rather than
just grasping them with their fist. They can also use a twisting motion with their hands, useful for opening
doorknobs or twisting lids off containers. Because children can now open containers with lids, caregivers
should make certain that harmful substances such as cleaners and medications are stored out of reach in a
locked area to prevent accidental poisonings.

During ages 4 to 5 years, children continue to refine fine motor skills and build upon earlier skills. For
instance, they can now button and unbutton their clothes by themselves. Their artistic skills improve, and
they can draw simple stick figures and copy shapes such as circles, squares, and large letters. Drawing
more complex shapes, however, may take longer.

5-7-year-olds begin to show the skills necessary for starting or succeeding in school, such as printing letters
and numbers and creating shapes such as triangles. They are able to use paints, pencils and crayons with
better control. Children can also complete other self-care tasks beyond dressing and undressing, such as
brushing their teeth and combing their hair. Children of this age can also independently feed themselves
without an adult's immediate supervision or help.

https://www.gracepointwellness.org/462-child-development-parenting-early-3-7/article/12755-early-childhood-
physical-development-gross-and-fine-motor-development

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HANDOUT 7.3
Activates for Physical Development

GROUP I: https://www.youtube.com/watch?v=59BvEm-yB8Y
GROUP II: https://www.youtube.com/watch?v=PC6vKh3bhTI
Children develop in a holistic manner. Physical development should be seen as being important in young
children’s development as intellectual development. Research has shown that physical activity in young
children can enhance concentration, motivation, learning and well-being. Generally, our lives have become
more inactive and our children have less opportunity for physical activity each day. The reasons for our
increased inactivity include:
• Excessive television viewing
• Fewer family members to play with
• Fewer safe outside play areas Preschools can provide many opportunities for physical play to
promote fi ne and gross motor skills and hand / eye coordination. Children enjoy physical play,
indoors and outdoors. They revel in freedom of movement and in play that is inventive,
adventurous and stimulating. Children also learn social skills as they cooperate with one another
and show consideration for one another. Large Muscle Development – gross motor and locomotor
skills
• Walk forwards, backwards and sideways
• Walk on tip-toes (balance)
• Running, stopping and starting
• Climb up steps or a ladder with one foot leading
• Pivot around and around on feet
• Jump up and down on the spot on both feet
• Jump a distance
• Balance along a plank 18cms from the ground
• Balance on one leg for 4 seconds
• Crawl through a barrel or tunnel
These basic activities develop body management, balance, bodily co-ordination, strength, agility and
confidence.
Learning Through Physical Play Fine Motor Skills
▪ Building blocks
▪ Assembling construction materials – Duplo etc.

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▪ Putting Jigsaws together

▪ Grip a pencil or paintbrush
▪ Hammer shapes into a pegboard
▪ Pour water or dry sand from one container to another
▪ Thread beads
▪ Manipulate Playdough
These activities promote hand-eye coordination, spatial awareness, fi ne motor control, accuracy, two
handed coordination and manipulative strength. Eye – Hand & Eye – Foot Coordination Skills
▪ Catch a large ball between extended arms
▪ Kick a ball
▪ Pedal a tricycle along a straight line
▪ Push a large ball away towards a target
▪ Pull an empty truck around obstacles
These activities promote spatial awareness, hand – eye coordination, strength and foot & leg coordination.
Paint & Junk
▪ Holding Brushes, pencils (fi ne motor skills)
▪ Cutting
▪ Spreading glue and paint
▪ Sprinkling glitter (fi ne finger movement) Imaginative Play
▪ Manipulating fastenings on dressing up clothes and dolls (fi ne manipulative skills)
▪ Pressing telephone buttons
▪ Writing shopping lists
▪ Wrapping parcels
▪ Using dustpan and brush
▪ Coordination in pretend cooking – setting the table Sand and Water
▪ Pouring, filling, stirring, pushing, pulling, moulding, digging, patting (developing fi ne motor skills)
▪ Manipulating tools
▪ Pouring into containers (Hand – eye coordnation)
▪ Use equipment with skill Physical and Outdoor Play
▪ Throwing and catching
▪ Rolling
▪ Carrying and passing
▪ Climbing

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▪ Swinging
▪ Sliding
▪ Cycling / driving wheeled toys
▪ Dancing
▪ Moving to action rhymes Small World
▪ Manipulating play people, farm animals, vehicles (fi ne motor skills and coordination)
▪ Threading beads
▪ Cars into the garage (hand – eye coordination)
▪ Putting furniture in the house Construction Play
▪ Manipulate a range of construction equipment (fi ne and large motor skills)
▪ Lifting, carrying
▪ Develop skills in fitting together and taking apart materials (develop hand – eye coordination and
spatial awareness Practical Play ideas to use at Home with young children Young children’s joy in
movement leads to healthy growth by encouraging them to challenge and exercise their own
bodies. Physical play is fun! A healthy child has lots of energy. He/she needs opportunities to crawl,
run, dance, climb, balance and these skills help his/her bones and muscels develop. What we need
for physical play is:-
▪ SPACE. This could be a park or garden, the beach or field or a playground. Space is run freely.
▪ Safe equipment and safe surfaces
▪ Large equipment such as climbing frames, see saws, planks, tyres and stepping stones.
▪ Small equipment such as balloons, balls, bean bags, hoops, skipping ropes, streamers, trikes, bikes
and cars.
▪ Lots of enthusiasm and energy Physical activities should not be beyond a child’s capability. We can
play simple games of catch with our children – Hop-Scotch, Follow the Leader, Statues, Skipping,
Ring-A-Ring-A-Rosie, Throwing and Catching games and Hide-and-Seek. A great deal rests on the
acquisition of fi ne motor skills. Children need these skills in order to become competent in many
areas of life:
▪ Writing
▪ Handling tools
▪ Craft skills
▪ Using cutlery
▪ Holding brushes
▪ Handling delicate things, including living things

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▪ Turning the pages of books In order to accomplish these tasks children need lots of help and
practice in using the fi ne muscles of hands, arms and fingers. We can provide many play activities
to help stimulate this development.
▪ Clay and dough
▪ Large beads to thread
▪ Cars, farms, doll houses
▪ Books with pages to turn, flaps and lift up sections
▪ Dressing dolls / action man
▪ Paint brushes, crayons and pencils for further ideas on Learning Through Play, get a copy of our
publication “I Want To Play”, available at the Early Years information and resource centre.
Source: https://www.early-years.org/parents/docs/learning-through-physical-play.pdf

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Handout 7.4
Importance of physical development
From sitting up on their own to throwing a ball, children gradually develop the physical skills needed for
their adult lives.
Physical development experiences and activities are crucial in the early years and are cited as one of the
three prime areas of learning and development in the Early Years Statutory Framework (EYFS) .
The EYFS states that early education programmes should:
“provide opportunities for young children to be active and interactive; and to develop their co-ordination,
control, and movement. Children must also be helped to understand the importance of physical activity,
and to make healthy choices in relation to food.”
Physical activities promote healthy growth and development. It helps build a healthier body composition,
stronger bones and muscles. It also improves the child's cardiovascular fitness. Physical activities help in
the development of better motor skills and in concentration and thinking skills.
If you are worried your child is not meeting these developmental milestones by the recommended age,
you can engage your child in some physical activities to reach these goals.

Step 1 - Determine which developmental milestones you would like to address and are

appropriate for your child’s age

The Centres for Disease Control and Prevention provide a list of these milestones through age 5 years, and
your child’s physician will also have a list.

Step 2 - Write down a list of activities that will aid your child’s physical development for

each milestone
Choose activities that will address more than one skill.
For example, playing baseball will increase muscle strength through holding the bat, improve the gross
motor skills needed for swinging a bat and develop hand-eye coordination by hitting the ball.
Make sure your activities are developmentally appropriate for your child; for example, a 12-month-old
child cannot hop on one foot, so don’t use an activity that requires this action.
Step 3 - Encourage independence with your child
If you go out, don’t let them sit in the stroller, but rather make them walk.
If your child is old enough to feed themselves, let them eat finger foods or use a spoon.

Step 4 - Engage your child in music and movement activities

March to a song with a strong beat to encourage steadier gait. Practice jumping, spinning, hopping,
crawling or tiptoeing to a lively tune.

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Purchase a keyboard or drum and let your child explore the instrument and play along with their favourite
songs.

Step 5 - Foster fine motor skills through art and tactile experiences
If it’s age-appropriate, let your child cut with scissors or grab small pieces of construction paper to glue to a
larger sheet of paper.
Draw circles and squares to practice the fine motor skills needed for writing. String beads onto a piece of
yarn to make a necklace or bracelet.
Place pebbles, pearls or plastic objects inside a box of sand and let your child dig through the sand with his
fingers to pick up the objects.

Step 6 - Play sports and enjoy outdoor activities

Try a game of football to aid both coordination and the gross motor movements of the legs. Teach your
child to ride a bike or a tricycle when age appropriate.
REF: http://www.crec.co.uk/announcements/the-importance-of-physical-development

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Handout 7.5
Effects of physical development

The Effects of Physical Development on the Middle Childhood

The period of time from school age to adolescent is a time of growth and change. They are learning so much
about the world around them, as well as their place in it. Their bodies are growing, and changing, and their
cognitive capacity is increasing. Physical development in the middle childhood continues steadily and
children grow taller. Growth is especially apparent in the legs. Their fine and gross motor skills improve too,
and they have greater strength and muscle control since their bodies have grown in size. Obesity is a problem
in this country, and many are not getting enough physical activity. Sports activities can be of benefit because
not only will they get exercise, but they also learn to work with others in a team environment which could
help with their socio-emotional development. As children progress into adolescence, puberty brings physical
changes to the body as well. Pimples emerge which can cause teens to be anxious and self conscious about
their appearance. Puberty and hormones bring out sexual maturation characteristics such as facial hair,
muscle growth, breast growth, and menstruation begins. When a child school age, they cognitively become
capable of thinking in more complex ways, and therefore are able to learn how to read, write, and
understand mathematical concepts.

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Session 8: Educational Psychology Time: 120 Minutes

Unit 3
Intellectual development learning.

Sub Topic
Meaning and Nature of Learning
Objectives of the Session
Trainee teachers will be able to:
• Explore learning perspectives
• Trace their own learning
• Appreciate the meaning of learning.
• Create links of learning with their personal experiences.
• Analyze the concept of learning.
• Construct a concept web applying their understanding of the purpose of education and the nature of
learning.
• Distinguish between the four basic learning styles and their implications in the classroom.
Teaching Aids
Markers, writing board, charts.
Required Resources
• Handout 8.1 : Perspectives
• Handout 8.2: Definition of learning.
• Handout 8. 3(a): Abraham Lincoln’s letter.
• Handout 8.3(b): Concept Web
• Handout 8.4: Learning styles.
• Worksheet 8.1 Nature of Learning
Introduction of the Session 5 minutes
Start the session by sharing the following:
“Learning is a treasure that will follow its owner everywhere.” “Always walk through life as if you have
something new to learn and you will.” “Anyone who stops learning is old, whether at twenty or eighty.” “An
investment in knowledge pays the best interest.”
• https://www.dashe.com/blog/motivation/inspiring-learning-quotes/
Instructions/Activities

Activity 1 (a) 40 minutes

• Instruct the trainee teachers to read Handout 8.1 first paragraph individually till, “And what did you
learn?” for two minutes.
• Tell them to think about what the boy may have learned.
• Ask them to discuss it now in pairs for five minutes and share their responses about what the boy
may have learned.
• Continue reading the story.
• Compare the responses with the ones shared earlier about the boy’s learning.
• Initiate a discussion on change in perspectives and breaking of mindsets.
• Ask the trainee teachers to share their ideas before the whole class.

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• Then give your input where needed.

Activity 1 (B)
• Ask the trainee teachers to share their experiences about what were their perspectives about
teaching changed before they joined the teaching profession.
• Take their responses and write on the writing board.
• Now ask the trainee teachers to share their experiences of how their perspectives changed about
teaching after they joined the teaching profession
• Take their responses and write on the writing board.
• Give them 5 mints for Handout 8.2&5 mints forHandout 8.4 to read to make connections between
their past learning and the definitions of learning.
• Conclude the discussion
by reiteratingthe importance of mental flexibility and learning as a continuous and lifelong
process and appreciate trainee teachers for their contributions during the session.
Activity 2 30 minutes

• Let the trainee teachers work in the same groups

• Tell them to read Handout 8.3 (a).
• Explain them Handout 8.3 (b)’ Concept Web’ and define how it works.
• Guide them to fillWorksheet 8.1and share it with other groups.
• Ask each group to give two ‘Glows,’ (positive feedback) and one ‘Glow,’ (suggestion for
improvement) on each group’s Concept Web.
• Conclude the activity by sharing with them that
Learning is not restricted to anything specific, sources of learning are varied and wide ranging,
learning brings about change in behavior, change in behavior can be positive as well as negative.
Learning is a process, it is continuous, it leads to growth and development, all these ideas are
important in the perspective of learning.

.
Activity 4 35 minutes
• Let the trainee teachers to work individually.
• Ask them to work on worksheet 8.2(a) by following the instructions below:
o Don't spend too much time thinking about any one question.
o In each question choose to tick only one answer /option.
o Give the answers for all 16 questions.
• Then tell them to readHandout 8.5 and fill worksheet 8.2 (b)
• Count your answer in all four learning styles and write in the relevant column.
• The more you get the score in a category that will be your learning style, e.g. if someone get 6
score in category one, 3 scores in category two, 4 scores in category three and 3 scores in category
four. So you get the highest score in category one. So he/she is visual Learner.

Conclude the session with these Key points :

➢ Students need to understand how they learn and what their strengths are as learners to be able to
adopt and advocate for strategies that will help them be successful.
➢ By being aware of themselves as learners, student can begin to determine what they need from
teachers and other adults and advocate for accommodations to meet learning needs.
➢ Everyone is able to learn. Even when you feel that something is hard and confusing, know that you
are able to figure it out using the strategies that work for you. Remember, there is always another
way.
➢ You matter. The more you are able to understand your strengths and what you are good at, the

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better you are able to make a positive impact in your own life and the life of others.

Additional Learning Material

• http://www.psychologydiscussion.net/learning/learning-meaning-nature-types-and-theories-of-
learning/652
• http://www.businessdictionary.com/definition/learning.html
• https://www.youtube.com/watch?v=zviKSb56Us.
Assessment 5 minutes
• Write these questions on writing board. Tell trainee teachers to take two minutes and think about
these questions and answer.
o What is the meaning of learning?
o Name the features of the nature of learning.
o What do you know about kinesthetic learning style?
o How will you cater the students of these learning styles?
Home Assignment: 5 minutes
• Go through the learning styles in your tablet at home and write one activity for each style in your
note book.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Think-pair-share
• Group activity
• Discussion
• Brainstorming
• Self-Analyses
References
• https://johnparankimalil.wordpress.com/2014/11/18/meaning-and-nature-of-learning/
• https://www.google.com/search?q=meaning+of+learning&oq=meaning&aqs=chrome.1.69i59l2j69i
57j0j69i61j69i60.10298j0j7&sourceid=chrome&ie=UTF-8
 https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/

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Handout 8.1
Perspectives
One day a father and his rich family took his young son on a trip to the country with the firm purpose to
show him how poor people can be. They spent a day and a night in the farm of a very poor family.
When they got back from their trip the father asked his son, "How was the trip?" Very good, Dad!" "Did
you see how poor people can be?" the father asked. "Yeah!" "And what did you learn?"

Task: (Think Pair Share) Discuss with your partner and come up with at least three possible responses the
child must have given:

Read the rest of the story; see to what extent your responses match the child’s observations.
The son answered, "I saw that we have a dog at home, and they have four. We have a pool that reaches to
the middle of the garden; they have a creek that has no end. We have imported lamps in the garden, they
have the stars. Our patio reaches to the front yard, they have a whole horizon. When the little boy was
finishing, his father was speechless.
His son added, "Thanks, Dad, for showing me how poor we are!"
Isn't it true that it all depends on the way you look at things? If you have love, friends, family, health, good
humor and a positive attitude toward life, you've got everything! You can't buy any of these things. You
can have all the material possessions you can imagine, provisions for the future, etc., but if you are poor of
spirit, you have nothing.

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Handout 8.2
Definitions of Learning

Defined By: Definition Explanation

Merriam Dictionary Knowledge or skill acquired One can learn by getting someone’s instruction
by instruction or study or by studying some information.

Cambridge Dictionary The process of getting It is a process in which one obtains information
an understanding of by studying or by experiences of life.
something by studying it or
by experience

Gardener Murphy The term learning covers Learning modifies human behavior according to
every modification in the needs of society.
behaviour to meet
environmental
requirements.
Henry P. Smith Learning is the acquisition As a result of learning we adapt to new situation
of new behaviour or the and change behaviors, which may require
strengthening or strengthening, weakening or removing the old
weakening of old ones.
behaviour as the result of
experience.
Crow & Crow Learning is the acquisition Learning progressively brings changes in our
of habits, knowledge & behavior and enables us to adjust ourselves
attitudes. according to the new situation to achieve goals.

John Parankimalil Learning is the process by

which an individual When experiences bring change in our behavior,
acquires knowledge, this change is called learning.
attitudes and skills that are
necessary to meet the
demands of life.

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Handout 8.3 (a)

Abraham Lincoln's letter to his son's teacher----------------------------------------------

He will have to learn, I know, that all men are not just, all men are not true. But teach him also that for
every scoundrel there is a hero; that for every selfish Politician, there is a dedicated leader... Teach him for
every enemy there is a friend, Steer him away from envy, if you can, teach him the secret of quiet laughter.
Let him learn early that the bullies are the easiest to kick... Teach him, if you can, the wonder of books...
But also give him quiet time to ponder the eternal mystery of birds in the sky, bees in the sun, and the
flowers on a green hillside. In the school, teach him it is far honorable to fail than to cheat... Teach him to
have faith in his own ideas, even if everyone tells him they are wrong... Teach him to be gentle with gentle
people, and tough with the tough. Try to give my son the strength not to follow the crowd when everyone
is getting on the band wagon... Teach him to listen to all men... but teach him also to filter all he hears on a
screen of truth, and take only the good that comes through. Teach him if you can how to laugh when he is
sad... Teach him there is no shame in tears; teach him to scoff at cynics and to beware of too much
sweetness... Teach him to sell his brawn and brain to the highest bidders but never to put a price-tag on his
heart and soul. Teach him to close his ears to a howling mob and to stand and fight if he thinks he's right.
Treat him gently, but do not cuddle him, because only the test of fire makes fine steel. Let him have the
courage to be impatient... let him have the patience to be brave. Teach him always to have sublime faith in
himself, because then he will have sublime faith in mankind. These are a big order, but see what you can
do... He is such a fine fellow, my son!

Task: Lincoln’s letter embodies the crux of education, in view of this letter, recall the Unit on Psychology.
Now enlist any four core purposes of education that you can glean from this letter. For each of the core
purposes, think of the nature of learning and fill in the Concept web provided to you.
Each group should draw the Concept Web on newsprint in readiness for a poster display.
Plenary: Go around the room and review the posters on display for whole group discussion.

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Handout- 8.3(b)
Concept Web

Web concept encourages learners to visually record their learning through an exploration of issues or
topic. The process establishes connections and helps the learner organize ideas and understand
relationships between different concepts, problems and ideas.
The center circle contains the main concept, problem or topic. Linking ideas or solutions are recorded in
the outer circles using key words. Lines may be added to link the connecting circles to each other as well as
to the central circle. Images and colors may also be used to enhance the concept map.

Sample Concept Web

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Handout 8.4
Nature of learning
S. No Nature Description
1 Learning is Universal Every creature that lives learns. Human beings learn most.
2 Learning is through Learning always involves some kind of experience, direct or indirect.
experience
3 Learning is from all Today learning is from all sides. Children learn from parents, teachers,
sides environment, nature, media etc.
4 Learning is It denotes the lifelong and dynamic nature of learning. In today’s ever-
continuous changing world, every day new situations are faced by the humans.
They have to bring essential changes in their behavior to adjust in new
demand. Learning is from womb to grave.
5 Learning results in It is a change of behaviour influenced by previous behaviour. It is any
change in behaviour activity that leaves a more or less permanent effect on later activity.

6 Learning is an Learning helps the individual to adjust himself adequately to the new
adjustment situations. Most learning in children consists in modifying, adapting, and
developing their original nature. In later life the individuals acquire new
forms of behaviour.
7 Learning comes It is the basis of drill and practice. It has been proven that students learn
about as a result of best and retain information longer when they have meaningful practice
practice and repetition. Every time practice occurs, learning continues
8 Learning is a Once you learnt something, after years in just a few minutes you will be
relatively permanent proficient again.
change
9 Learning as growth It is never ending growth and development. At each stage the learner
and development acquires new visions of his future growth and news ideals of
achievement in the direction of his effort. According to Woodworth, “All
activity can be called learning so far as it develops the individual.”
10 Learning is not The only way to study learning is through some observable behaviour.
directly observable Actually, we cannot observe learning; we see only what precedes
performance, the performance itself, and the consequences of
performance.

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Handout: 8.5
Types of learning styles
Learning styles and preferences take on a variety of forms—and not all people fit neatly into one category
as there’s plenty of overlap between styles. Most learners align with the following styles.
1. Visual learners
How to recognize visual learners in your class: Someone with a preference for visual learning is partial to
seeing and observing things, including pictures, diagrams, written directions and more. This is also referred
to as the “spatial” learning style. Students who learn through sight understand information better when
it’s presented in a visual way. These are your doodling students, your list makers and your students who
take notes.
How to cater to visual learners: The whiteboard is your best friend when teaching visual learners!
Teachers should create opportunities to draw pictures and diagrams on the board, or ask students to
doodle examples based on the topic they’re learning. Teachers catering to visual learners should regularly
make Handouts and use presentations. Visual learners may also need more time to process material, as
they observe the visual cues before them. So be sure to give students a little time and space to work
through the information.
2. Auditory learners
How to recognize auditory learners in your class: Auditory learners tend to learn better when the subject
matter is reinforced by sound. These students would much rather listen to a lecture than read written
notes, and they often use their own voices to reinforce new concepts and ideas. These are the students
who like to read out loud to themselves, aren’t afraid to speak up in class and are great at verbally
explaining things. Additionally, they may be slower at reading and may repeat things a teacher tells them.
How to cater to auditory learners: Since these students can sometimes find it hard to keep quiet for long
periods of time, get your auditory learners involved in the lecture by asking them to repeat back new
concepts to you. Ask questions and let them answer. Invoke group discussions so your auditory and verbal
processors can properly take in and understand the information they’re being presented with. Watching
videos and using music or audiotapes are also helpful ways to engage with auditory learners.
3. Kinesthetic learners
How to recognize kinesthetic learners in your class: Kinesthetic learners or “tactile” learners learn through
experiencing or doing things. They like to get right in the thick of things by acting out events or using their
hands to touch and handle in order to understand concepts. These are the students who might struggle to
sit still, might be good at sports or like to dance, need to take breaks when studying and might not have
great handwriting.

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How to cater to kinesthetic learners: The best way teachers can help these students learn is by getting
them moving. Teachers should instruct students to act out a certain scene from a history lesson they’re
teaching. Additionally, they should encourage these students by incorporating movement into lessons:
pacing to help memorize, learning games that involve moving around the classroom or having students
write on the whiteboard as part of an activity.
Once these students can physically sense what they’re studying, abstract ideas and difficult concepts will
be easier to understand.
4. Reading/writing learners
How to recognize reading/writing learners in your class: Reading/writing learners prefer to learn through
written words. While there is some overlap with visual learning, these types of learners are drawn to
expression through writing, reading articles on the internet, writing in diaries, looking up words in the
dictionary and searching the internet for just about everything.
How to cater to reading/writing learners: This is probably the easiest learning style to cater to since most
of the educational system provides lots of opportunities for writing essays, doing research online and
reading books. Allow plenty of time for these students to absorb information through the written word,
and give them opportunities to get their words out on paper as well.

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Worksheet 8.1

Instruction: After reading the Handout8.3(a)

Fill in the following web on the pattern of Handout8.3(b)

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Worksheet 8.2 (a)

What's Your Learning Style?
For these questions, choose the first answer that comes to mind. Don't spend too much time thinking about any one
question. Choose only one answer for each question.

Questions – 1: When you study for a test, would you rather?

a) Read notes, read headings in a book, and look at diagrams and illustrations.
b) Have someone ask you questions, or repeat facts silently to yourself.
c) Write things out on index cards and make models or diagrams.
d) Read and write the material many times.
Question- 2: Which of these do you do when you listen to rhythm?
a) Daydream (see things that go with the rhythm)
b) Hum along
c) Move with the rhythm; tap your foot, etc.
d) Lipsing
Question- 3: When you work at solving a problem do you?
a) Make a list, organize the steps, and check them off as they are done
b) Make a few phone calls and talk to friends or experts
c) Make a model of the problem or walk through all the steps in your mind
d) Take help from literature and take notes.
Question- 4: When you read for fun, do you prefer
a) A travel book with a lot of pictures in it
b) A mystery book with a lot of conversation in it
c) A book where you answer questions and solve problems
d) Fiction (novels, stories, dramas)
Question- 5: To learn how a computer works, would you rather
a) Watch a movie about it.
b) Listen to someone explains it.
c) Take the computer apart and try to figure it out for yourself Lesson on Self-Awareness/Self-Advocacy.
d) Take help from books, journals or papers on computer.
Question- 6: You have just entered a science museum, what will you do first?
a) Look around and find a map showing the locations of the various exhibits
b) Talk to a museum guide and ask about exhibits
c) Go into the first exhibit that looks interesting, and read directions later.
d) Look around and find the instruction for guidance

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Question- 7: What kind of restaurant would you rather not go to?

a) One with the lights too bright
b) One with the music too loud
c) One with uncomfortable chairs
d) One with no written direction to guide
Question- 8: Would you rather go to
a) An art class
b) A music class
c) An exercise class
d) Literature Class
Question- 9: Which is you most likely to do when you are happy?
a) Grin
b) Shout with joy
c) Jump for joy
d) Go for an interesting book
Question- 10: If you were at a birthday party, what would you be most likely to remember the next day?
a) The faces of the people there, but not the names
b) The names but not the faces
c) The things you did and said while you were there
d) Make a report
Question -11: When you see the word "d - o - g", what do you do first?
a) Think of a picture of a particular dog
b) Say the word "dog" to yourself silently
c) Sense the feeling of being with a dog (petting it, running with it, etc.)
d) Close your eyes and visualize the word
Question- 12: When you tell a story, would you rather
a) Give it pictorial form
b) Tell it out loud
c) Act it out
d) Write it
Question- 13: What is most distracting for you when you are trying to concentrate?
a) Visual distractions
b) Noises
c) Other sensations like, hunger, tight shoes, or worry
d) Loud reading

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Question- 14: What is you most likely to do when you are angry?
a) Scowl
b) Shout or "blow up"
c) Stomp off and slam doors
d) Write on a paper, crump and throw it into dustbin
Question -15: When you aren't sure how to spell a word, which of these are you most likely to do?
a) Write it out to see if it looks right
b) Sound it out
c) Write it out to see if it feels right
Question- 16: Which are you most likely to do when standing in a long line at the theater?
a) Look at posters advertising other plays
b) Talk to the person next to you
c) Tap your foot or move around in some other way
d) Read the captions written on the posters

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Worksheet-8.2 (b)
Key
My Style

My name is………………..

My learning style(s) is/are:

This means I learn best when … (count your answers and write total tick as:

(a)

(b)

(c)

(d)

My strengths as a learner are:

1. Visual learners

2. Auditory learners

3. Kinesthetic learners

4. Reading/writing learners

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Session 9: Educational Psychology Time: 120 Minutes

Unit 3
Intellectual development learning.
Sub Topic
Meaning & nature of learning ………. Bloom’s Cognitive Domain of Learning
Objectives of the Session
Trainee teachers will be able to:
• Define learning.
• Compare and contrast the three domains of Bloom’s Taxonomy
• Identify action verbs with different levels of the Cognitive domain.
• Design tasks for various land of the cognitive domain.
Teaching Aids
Markers, writing board, charts.
Required Resources
Handout9.1:Higher and Lower Order Thinking Skills
Handout9.2:Revised Bloom’s Taxonomy Action verbs.
Introduction of the Session 5 minutes
• Start the session by taking responses about ‘Learning’ which the trainees had been learnt in
previous session.
• Gather few responses and share that in today’s session we’ll discuss bloom’s taxonomy and its
relevance with learning, focusing mainly on cognitive domain of the taxonomy.
Instructions/Activities

Activity 1: 45 minutes
• Ask trainee teachers to open their tabs and watch the video.
https://www.youtube.com/watch?v=BBt_hBTemko
Note: The trainer need to watch the video before the session and make notes to explain it to the trainee
teachers.
• Elaborate the concept of three Domains by giving examples from the video as well as real life
context.
• Ask them the following questions one by one and tell them to identify the level of the questions
according to levels of cognitive domain of Bloom’s taxonomy:
Questions Expected Answers
o Who are the teachers sitting in this room? Knowledge
o When does this training session start? Knowledge
o How is this training relevant in your context? App
o Why is teacher’s training necessary/ important? Analysis
o What would happen if teachers go into a class without any training? Synthesis
o How can teachers make this training effective? Evaluation

• Tell them the difference between low and high order thinking skills. This can be done by pointing
out at the ‘Who,’ and the ‘When,’ questions above.
• Ask them to read and discuss the Handout 9.1 on high and low order thinking to be familiar about

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Bloom’s cognitive domain.

• Conclude the activity by reflecting on the video and the above questions.
Activity 2: 50 minutes
Step 1:
Put the following items on a table and cover these with a piece of cloth:

Common
Marker

Stapler

Thumb
duster

pencil
Paper

Glass
chalk

book
pins

pins
sharpener

Buttons
Mobile

glasses

Eraser
Scale
Cup

Ink
• Tell trainee teachers that they are going to play a game of memory. Share with them that they will
be shown some items which they have to remember.
• Ask trainee teachers to queue up&to come to the table one by one.
• Uncover the items for five seconds for each trainee teacher to observe and go back.
• Repeat this task until all the teachers have seen the covered items.
• Now, ask them to write as many items as they can remember.
• Ask, who has the most items on his/her list? What is the number?
• Appreciate the ones with the biggest list.
• Randomly ask 4-5 trainee teachers to share their list of items.
• Ask again, “If anyone can tell total number of items placed on the table?
• Ask what was the level of the questions asked about the objects?
• Conclude that the questions were only about recalling the knowledge.
Afterwards, share with the trainee teachers that as most of the items were familiar to their context
and they are using them on daily basis, it must have been easy for them to recall and remember.
Same is the case with the concept of knowledge that goes from familiar to unfamiliar, from known
to unknown, from easy to difficult and so on.
Step 2:
• Tell them to continue working in the same groups
• Instruct trainee teachers to read Handout 9.2 named verb lists at varying levels of Bloom’s
taxonomy.
• Ask them to discuss the action verbs within their groups looking at the different levels of the
cognitive domain & select any two items from their list.
• Tell them to develop at least five questions for each item using the action verbs from Handout 9.2.
• Share with them that they can refer to the questions asked earlier in activity 2.
• Invite any 3-4 volunteers to share their questions.
• Conclude the activity by summarizing the concept of Bloom’s Cognitive domain and its importance
in the process of teaching and learning and share that learning means to develop low as well as
higher order thinking skills.

Additional Learning Material

• http://www.yourarticlelibrary.com/learning/7-important-factors-that-may-affect-the-learning-
process/6064
• https://www.learningliftoff.com/5-factors-that-affect-learning/
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• https://www.sciencedirect.com/topics/medicine-and-dentistry/transfer-of-learning
• http://www.nwlink.com/~donclark/hrd/learning/transfer.html
• http://detsndt.ac.in/nmeict-files/nmeict-los/edupsycho/ep11/11.4.1/
Assessment 15 minutes
• To assess their understanding of Bloom’s cognitive domain, ask each individual trainee teacher to
fill the following worksheet.
• Ask the trainee teacher that using Handout 9.2 identify action verbs for each level and design a task
for each of them.
Cognitive Domain Action Verbs
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
• Collect their answers and provide feedback accordingly.
Home Assignment: 5 minutes
• Ask them to refine the activities already discussed in the assessment of the session.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Group activity.
• Classification and sorting
• Discussion.
• Brainstorming.
• Questions / Answers
References
 https://www.researchgate.net/publication/330811334_Three_Domains_of_Learning_Cognitive_Aff
ective_and_Psychomotor
 https://web.uri.edu/teach/higher-lower-thinking-skills

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HANDOUTS
HANDOUT 9.1
Higher and lower order thinking skills
Bloom’s Taxonomy
Can help you contextualize the level of thinking skills involved with your goals, and offers many example
active verbs that can help you write your goals. Chances are you’ve already used verbs in your assignments
and have devised questions at different levels of thinking. We’re suggesting you become systematic but
also creative in your approach to learning goals. Below we provide you with examples of higher-order
thinking skills and lower-order thinking skills.
Higher-order thinking skills
Higher-order thinking skills are reflected by the top three levels in Bloom’s Taxonomy: Analyzing,
Evaluating, and Creating.
Two examples of higher order thinking skills include:
By the end of the semester, students will be able to summarize the different theories of learning
discussed in class (experiential, visual, verbal, social, kinesthetic and logical).
In this case, the key action verb is “Summarize” indicating a level five or six on the Bloom’s taxonomy.
Rather than having students simply “Remember” (level one on Bloom’s Taxonomy) the different theories
by having them select from a pre-made description, this allows them to explain the theories in their own
words thus “Evaluating” the material (level five on Bloom’s Taxonomy).
By the end of the Unit on Force & Motion, students will be able to design a poster on how and why Push
and Pull, Gravity and Friction and Acceleration and Magnetism are important in our daily lives.
• Here the key action verb is “Design” (demonstrating the sixth level of Bloom’s taxonomy – Creating)
which allows students to create, in this case a poster, from the different factors of Force & Motion.
This goal requires them to put the different elements together concisely to produce a cohesive poster
and would be assessing a higher-order thinking skill.
Lower-order thinking skills
Lower-order thinking skills are reflected by the lower three levels in Bloom’s Taxonomy: Remembering,
Understanding, and Applying.
Two examples of lower-order thinking skills include:
By the end of the Unit on Ratios & Proportions students will be able to apply their learning to prepare
recipes of their choice
• In this case, the key action verb is “Apply” indicating a level three on the Bloom’s taxonomy. it is clearly
a level 3, it would likely be assessing a lower order skill, especially if the students simply need to choose

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the correct ratios and apply them in making a dish of their choice. However, this may also be a higher
order skill if students are not used to applying ratios or if this is a lower course of just understanding
ration=s and proportions.
• By the end of the semester students will be able to identify Force & Motion and describe different
situations by giving the real-world examples to explain the concept. They will be able to list down at
least five characteristics that define Push from Pull.
• Here we see that the active verbs include “describe,” “give examples,” and “list,” all of which are low
on Bloom’s Taxonomy (being either a level 1 or a level 2). This goal, or a test or homework question
covering this goal, would be assessing a lower order thinking skill for a majority of our students.

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HANDOUT 9.2
Revised bloom’s taxonomy action verbs

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Session 10: Educational Psychology Time: 120 Minutes

Unit3
Intellectual development learning.

Sub Topic
Factors affecting of learning.
Objectives of the Session
Trainee teachers will be able to:
• Describe the experience of a Paradigm shift
• Identify the factors that affect learning
• Analyze factors that affect learning
Teaching Aids
Markers, writing board, charts.
Required Resources
• Handout 10.1: Paradigms Shift (image)
• Handout 10.2(a): Paradigm Shift
• Handout 10.2(b): Paradigm Shift in education
• Handout 10.3: Physiological Factors affecting learning,
• Handout 10.4: Psychological Factors affecting learning,
• Handout 10.5: Environmental Factors affecting learning,
• Handout 10.6: Instructional Factors affecting learning.
• Worksheet 10.1: Paradigm Shift
• Worksheet 10.2 (Assessment)
Introduction of the Session 5 minutes
• Share with the trainee teacher that teaching is itself a self-exploration process as well as interaction
with otherswhile learning is that process in which, a learner interact not only with each other, but
also with emotions, classroom climate, behavior, social skills, teachers and family. So in today’s
session we will discuss about those circumstances which effect learning.
Instructions/Activities

Activity 1: 50 minutes

Paradigm Shift
• Ask the trainee teachers to see an image on Handout 10.1 and try to identify the word in the
image.
• Give them, two minutes to read the word hidden in the image and then guide them, if they are
struggling to decipher it.
• Tell them that since we see the written word as always Black, you are also focusing on the black
part of the image.
• Ask them to concentrate on the white part.
• If they still cannot identify the word, then tell them that it is a three-letter word.
• Even then they are unsuccessful in recognizing the word tell them it starts with the letter T.
• Appreciate those who may be able to identify the word.
• Now refer Handout 10.2 (A) to read till the word Greedy&discuss with the person sitting next to

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them what kind of a Man this is. Come up with adjectives to describe the man in the story.
• Ask a few trainee teachers to share the describing words they have discussed for the Man.
• Now ask them to read the story till the end share with their partner what they think about the man
in the story now.
• Using the information on Handout 10.1 explain the concept of Paradigm Shift.
• Tell them that in both the activities they experienced a Paradigm Shift.
• Now Divide the trainee teachers in groups of four.
• Tell them to read Vygotsky’s quote at the end of Handout 10.2(A).
• Discuss this quote in light of the two activities done earlier and think about factors that affect
learning and prepare a presentation on it.
• Now ask to study individually Handout 10.2 (B).
• Then ask to any volunteer trainee teacher to deliver main points of paradigm shift in Education.

Activity 3: 50 minutes
Analyze factors that affect learning
• Divide the class into four groups and assign group names on name of seasons.
• Then assign them task as:
• Winter: Hand out 10.3 (Physiological Factors affecting learning)
• Summer: Handout 10.4 (Psychological Factors affecting learning)
• Spring: Handout 10.5 (Environmental Factors affecting learning)
• Autumn: Handout 10.6 (Instructional Factors affecting learning)
• Ask them to readindividually & discuss salient features in groups andformulate three higher order
questions based on the Handouts assigned to each group.
• Now elicit the main ideas on charts using the worksheet 10.1.
• Ask each group to present their work to the class.
• Explain factors that influence learning and solutions that impact learning
• Conclude the activity by appreciating their work and giving positive feedback.

Additional Learning Material

• http://www.yourarticlelibrary.com/learning/7-important-factors-that-may-affect-the-learning-
process/6064
• https://www.learningliftoff.com/5-factors-that-affect-learning/
• https://www.youtube.com/watch?v=aP2qGolsWWQ

Assessment 12 minutes
• Make appropriate groups such that each group consist of 6 members
• Give number to each member of a group as 1, 2, 3, 4, 5 and 6.
• Refer them to open worksheet 10.2 and answer Q.1 by member 1, Q.2 by member 2 and up to so
on.
• For each question call a number to stand up and answer.
• Collect their answers, correct their mistakes, if any.
Home Assignment: 03 minutes
• As a teacher how can you provide conducive-environment which favour learning process in class.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:

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• Group activity.
• Discussion.
• Brainstorming.
References
• https://www.teachthought.com/learning/learning-theories-double-loop-
learning/https://www.classcentral.com/report/experiential-learning/
• http://www.yourarticlelibrary.com/learning/7-important-factors-that-may-affect-the-learning-
process/6064

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HANDOUTS

HANDOUT 10.1
Can you see, What I Can’t?

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HANDOUT 10.2 (A)

Paradigm Shift
"Imagine you're in Peshawar Bacha Khan Airport. While you're waiting for your flight, you notice a stall
selling shortbread cookies. You buy a box, put them in your traveling bag and then you patiently search for
an available seat so you can sit down and enjoy your cookies. Finally, you find a seat next to a gentleman.
You reach down into your travelling bag and pull out your box of shortbread cookies.
As you do so, you notice that the gentleman starts watching you intensely. He stares as you open the box
and his eyes follow your hand as you pick up the cookie and bring it to your mouth. Just then he reaches
over and takes one of your cookies from the box, and eats it! You're more than a little surprised at this.
Actually, you're at a loss for words. Not only does he take one cookie, but he alternates with you.
For everyone cookie you take, he takes one. Now, what's your immediate impression of this guy? Crazy?
Greedy?
Task: Working on your own, provide three adjectives to describe this man.
Share with other groups.
Now read the rest of the story.
He's got some nerve?! Can you imagine the words you might use to describe this man to your associates
back at the office? Meanwhile, you both continue eating the cookies until there's just one left. To your
surprise, the man reaches over and takes it. But then he does something unexpected. He breaks it in
halfand gives half to you. After he's finished with his half he gets up, and without a word, he leaves.
You think to yourself, "Did this really happen?" You're left sitting there dumbfounded and still hungry. So
you go back to the stall and buy another box of cookies. You then return to your seat and begin opening
your new box of cookies when you glance down into your travelling bag. Sitting there in your bag is your
original box of cookies -- still unopened.
Only then do you realize that when you reached down earlier, you had reached into the other man's bag,
and grabbed his box of cookies by mistake. Now what do you think of the man? Generous? Tolerant?
You've just experienced a profound paradigm shift. You're seeing things from a new point of view. Is it
time to change your point of view?
Plenary: Now, think of this story as it relates to the process of teaching and learning. Keep in mind
Vygotsky’s quote: ‘If learning hasn’t happened, it hasn’t happened yet.’
Task: In groups of four/five think about factors that hinder or assist learning.

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HANDOUT 10.2(B)
Paradigm Shift in Education
“Research is the bricks. Our informed, educated intuition is the mortar. It’s impossible to construct a
worthy structure without either one.” – Dr. Michael Allen, e-zine January 26, 2006
The most significant issue relating to learning is the relatively recent paradigm shift in education. This
change is illustrated in the way in which curriculum is defined and technology is used. The distinct roles of
teachers and learners are becoming increasingly blurred.
Education is no longer defined in terms of what a teacher will teach but rather in terms of what a
student will be able to demonstrate. Thus, it is from here that instruction must work backward.
If we are to be responsible for what a student learns then it is essential that we understand WHAT a
student knows before new learning begins and HOW best to build on what each student already knows.
“To learn is to change. Education is a process that changes the learner.” – George Leonard
“Our dominant paradigm mistakes a means for an end. It takes the means or method called “instruction”
or “teaching” and makes it the end or purpose…. We now see that our mission is not instruction but rather
that of producing learning with every student by whatever means work best.”
Principles that guide this change in learning include:
• Student and teacher share responsibility for the quality of the student’s learning process
(only indirectly and secondarily, the quality of the teacher’s teaching).
• Core motivation, for both student and teacher, is satisfaction derived from improving the
quality of each student’s learning.
Our role as teachers is to be a “guide on the side” instead of a “sage on the stage.” We have moved from
an instruction paradigm, in which an instructor transfers knowledge to students, to a learning paradigm,
in which a teacher’s role is that of coach. The result is a student learning how to learn and discovering
knowledge with the coaching guidance of a teacher.

Note, the expression “from sage on the stage to guide on the side” comes from Alison, King, changing
College Classrooms: New Teaching and Learning Strategies for an Increasingly Complex World (Chapter 2,
Inquiry as a Tool in Critical Thinking, D.F. Halpern, editor, San Francisco, Jossey-Bass 1994).

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HANDOUT 10.3
Physiological Factors
The physiological factors are sense perception, physical health, fatigue time and day of learning, food and
drink, age and atmospheric conditions.
1. 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.
2. Physical Health:
Ill health hampers learning. Sound mind is only in a sound body. Sound physical health gives vigour 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.
3. 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 impure
nutrition. Longer hours of study also cause fatigue which affects the learning capacity.
4. 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.
5. 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.
6. 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.
7. Age:
Learning capacity varies with age. Some subjects can better be learnt at the early age, and some during
adulthood. On the evidence of experiments conducted. Thorndike says that mental development does not

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stop at 16 or 18 but increases upto 23, and halts after 40. Learning proceeds rapidly between 18 and 20,
remains stagnant till 25, and declines upto 35. Age accompanies mental maturation. So some complex
problems cannot be solved till the person is sufficiently mature.
Children learn the school subjects more easily than uneducated adults can learn. This is perhaps because
the children’s minds are not burdened with worldly problems, and they have more flexible nervous system.
But there are instances when person of 50 made remarkable progress in learning new subjects like music, a
foreign language.
http://www.psychologydiscussion.net/learning/learning-theory/factors-influencing-learning-
education/2531

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Handout10.4
Psychological factors
1. 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, serene and balanced mind has the power to concentrate
and learn better.

2. 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, he does not feel interested in
the act of learning. A child’s behaviour in learning is energized, selected and directed by motives.
(i) Motives energize behavior:
Hunger and thirst induce acquisition of food. Reward induces further success. Punishment or failure
induces action for achievement.
(ii) Motives select behavior:
Only those acts of learning are selected which are supported by some motive. A boy visits a village fair. He
sees only those toys, objects or things that interest him.
(iii) Motives direct behavior:
These activate the person, enthuse him and impel him to do the desired action. These direct his energies
to reach the desired action and to achieve the desired goal.

3. Success, Praise and Blame:

Nothing succeeds like success. Thorndike’s law of effect, is applicable most commonly. 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.

4. Rewards and Punishment:

Rewards of all sorts are powerful incentives to learn. A first division of distinction in the examination is a
false reward. Work is its own rewards. Pupils forget this point. They become over-dependent on rewards.

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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. Sometimes punishment creates bad reaction, retaliation, hatred and disgust. Experimental studies
show that punishment interferes 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.

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Handout10.5
Environmental Factors
1. 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.
2. Organizational set-up:
The organizational set-up of the school also affects learning.
(i) The time-table must be drawn, in accordance with the psychological principles. It should avoid
fatigue and boredom. Difficult subjects should be taught in the morning. There should be interval
after some periods.
(ii) The democratic environment/organization promotes a healthy atmosphere for learning.
(iii) The teacher-pupil relations should be healthy, so that there is mental cooperation and the pupils
are motivated to learn.
(iv) There should be some sort of competition. The inter-class or inter- house competitions will
stimulate the pupils to work more in order to outshine others. Rivalry and jealousy should,
however, be avoided. Group emulation should be strengthened.
(v) The participation on the part of the pupils should be active. The pupil should not act as a passive
learner.
(vi) Guidance in the selection of subjects and activities in accordance with age and ability and aptitude
of the pupils should be provided. Unguided children may oscillate from one subject to another, and
thus gather no mass.
https://www.learningliftoff.com/5-factors-that-affect-learning/

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HANDOUT 10.6
INSTRUCTIONAL FACTORS:

1. Presentation and Organization of Material:

The learning material should be properly planned and organized. It should be graded to suit the mental
level of the pupils. It should be presented in a meaningful and interesting manners.
2. 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.
Verbalization should be reduced to minimum.
3. 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. Gestalt psychologists do not approve of ‘trial and error learning’. They
advocate learning by insight. They discourage mechanical repetitions without understanding.
4. 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.

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WORKSHEETS
Worksheet 10.1

Factors identified How they impact learning Remedies

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Worksheet 10.2

1. Describe the various aspects of experiential learning.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. Explain how experiential learning can be applied to classroom practices.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. Name the major factors that affect learning.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. Differentiate between the four Factors that affect learning by giving examples from real life situations.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. Suggest how can you create positive/conducive class environment.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6. How can the adverse effects on learning be reduced?

____________________________________________________________________________________

____________________________________________________________________________________

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Session: 11 Educational Psychology Time: 120 Minutes

Unit 3
Intellectual development learning.

Sub Topic
• Transfer of learning, its kinds and theories
Objectives of the Session
The trainee teacher will able to:
• Apply their understanding of “Transfer of learning” by practicing the concept themselves.
• Analyze learning transfer by comparing their experiences with instructional strategies for learning.
• Conceptualize transfer of learning by relating strategies for transfer of learning with classroom
practices.
Teaching Aids
Markers, white/black writing board, Charts,
Required Resources
• Handout 11.1 (a &b): Transfer of learning and its types.
• Handout 11.2: Lyrics of the song ‘Another Day in Paradise
• Handout 11.3: Instructional strategies of transfer
• Handout 11.4: Strategies for transfer of learning
• Worksheet 11.1: Another Day in Paradise.

Introduction of the Session 05 minutes

• Tell the trainee teachers that we are going to learn about ‘transfer of learning’
• Importance of instructional strategies for transfer of learning
• Importance of surface and deep learning
• Significance of authentic and real-life experiences to achieve transfer of learning.
Instructions/Activities

Activity 1 (a) 20 minutes

Brainstorming activity:
• Write the word “transfer of Learning” on writing board.
• To explore the knowledge level of trainee teachers about “transfer of learning”,ask the following
questions.
o What is transfer of learning in your opinion?
o What do you understand by surface and deep learning?
• Tell them to discuss in pairs and write their view points.
• Ask a few participants to share their idea.
• Now tell them to readHandout 11.1(a)& compare its theme with your own view points..
• Take the views of different pairs and summarize with the help of Handout 11.1(a).
• Display slide to define learning and its transfer.

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Activity 1 (b) 20 minutes

• Divide the trainee teachers into two groups A & B
• Ask them to read Handout 11.1(b)
• Ask them to make 3 questions on strips of paper.
• Tell group A to make questions about the 1st part, “Types of Transfer of Learning”
• Tell group B to make questions about the 2nd part, “Surface and Deep Learning”
• Ask both the groups to exchange their questions strips to group B and group B will To Group A
• Take the answers from both groups- group B 1st, then group A.
• Emphasize on surface and deep learning.
• Conclude the activity by adding your own input, if needed.

Activity 2 35 minutes
• Instruct them to readHandout 11.2:The poem ‘Another Day in Paradise,’ by Phil Collins.
• Divide trainee teachers in groups of four.
• Ask them to discuss questions of the Worksheet 11.1.
• Tell them to follow instructions on Handout 11.1.
• Ask a few Trainee teachers to share their narratives.
• Extrapolate the process of learning transfer by using Handout 11.3.
• Ask them to read Table 1 on Handout 11.3.
• Tell each group to identify the learning from the activity with instructional strategies given in Table
1.
• Conclude the Activity by consolidating learning and stressing on the importance of both surface and
deep learning.

Activity 3 30 minutes

• Assign six colors according to the number of participants.

• Tell them to form colour groups.
• Give each group one strategy to read from Handout 11.4.
• Each trainee teacher will come with teaching practices that relate with the strategy.
• Ask each group to share their examples within the group.
• Tell them to form a Carousel (all six colors in one group).
• Each trainee teacher to share their strategy and teaching practice in three minutes.
• Discuss the strategies that are practical and effective in achieving learning transfer.

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• Conclude the Activity by discussing important points raised and stress on the importance of context
and deep learning for effective transfer of learning.

Additional Learning Material

• https://www.sciencedirect.com/topics/medicine-and-dentistry/transfer-of-learning
• http://www.nwlink.com/~donclark/hrd/learning/transfer.html
• http://detsndt.ac.in/nmeict-files/nmeict-los/edupsycho/ep11/11.4.1/

Assessment 07 minutes

• Float these questions one by one and take responses randomly:

1. Define “Transfer of learning.
2. What are the types of transfer of learning?
3. What are some of the effective ways of Transfer of learning?
4. Which instructional strategies are practical and effective in ensuring Transfer of Learning?
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Pai/Group activity.
• Discussion.
• Brainstorming.
• Think pair and share.
• Carousel Activity

Home Work Assignment 3 minutes

Write a note about, how will you as a teacher enable your students to practice transfer of learning.

References minutes
• http://www.psychologydiscussion.net/learning/learning-theory/transfer-of-training-types-and-
theories-child-psychology/2533ssssss
• http://www.psychologydiscussion.net/essays/essay-transfer-of-learning-types-and-theories/594
• https://www.buildinglearningpower.com/wp-content/uploads/2015/02/2b-WTPOS_outline.pdf
• https://learningsolutionsmag.com/articles/288/can-they-do-it-in-the-real-world-designing-for-
transfer-of-learning
• https://www.youtube.com/watch?v=7wx5WBIufFY

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HANDOUTS
Handout 11.1(a)
Transfer of Learning
The word transfer is used to describe the effects of past learning upon present acquisition. In the school,
laboratory and in the outside world, how well and how rapidly we learn anything depends to a large extent
upon the kinds and amount of things we have learned previously.

In simple way transfer may be defined as “the partial or total application or carryover of knowledge, skills,
habits, attitudes from one situation to another situation”

➢ “Transfer” is a cognitive practice whereby a learner’s mastery of knowledge or skills in one context
enables them to apply that knowledge or skill in a different context. Because transfer signals that a
learner’s comprehension allows them to recognize how their knowledge can be relevant and to
apply it effectively outside original learning conditions, transfer is often considered a hallmark of
true learning (Barnett & Ceci, 2002).
➢ “Transfer of learning is the application of skill and knowledge learned in one context being applied
in other context” (Cormier & Hangman)
➢ “To carry over habits of thinking, feelings or working of knowledge or of skills from one learning to
another usually is referred to as transfer of learning” (Crow & Crow)
➢ “Transfer of learning occurs when a person’s learning in one situation influences his learning and
performance in other situations” (B.L.Bigge)
➢ “Transfer of training is concerned with the question of whether or not the learning of material A-
say Mathematics – aids, hinders or does not affect the subsequent learning of material B – say
Physics or Chemistry.( Skinner)
➢ “A person learns through transfer to the extent that the abilities acquired in one situation help in
another.” (Sorenson)
➢ “Transfer is the application of carry over the knowledge’s, skills, habits, attitudes or other
responses from the situation in which they are initially acquired to some other situation.” (W.B.
Kolesnik)
➢ “Transfer is generalization for it is extension of ideas to a new field.” (Peterson)

In education Transfer of learning or transfer of knowledge or transfer refers to learning in one context
and applying it to another, i.e. the capacity to apply acquired knowledge and skills to new situations.
“There are three kinds of transfer: from prior knowledge to learning, from learning to new learning, and
from learning to application” (Simons, 1999).

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The issue of transfer of learning is a central issue in both education and learning psychology. There is
probably a subtle difference between transfer of learning (that addresses what is learnt in school) and
transfer of knowledge (that addresses the general issue of applying knowledge to new situations). Transfer
of knowledge is very much related to the problem of knowledge integration, knowledge application and
knowledge use in "the real world".
Examples
• Knowledge of Urdu may help student to learn Punjabi.
• Knowledge of French may help student to learn Spanish.
• Learning Mathematics prepares student to study Physics.
• Learning to get along with siblings may prepare one for getting along with others.
• A creative writing student takes a course on Shakespearean drama. Over the course of the
semester she continues to write her own play, drawing from techniques and structures throughout
her coursework.
• Teachers teach how to do percentages. Their students can solve percentages problems in class, but
they can’t determine the final price of a sale item in the store, given the discount amount.

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Handout-11.1(b)
Types of Transfer of Learning:
There are three types of transfer of learning:
1. Positive transfer:
When learning in one situation facilitates learning in another situation, it is known as positive transfer.
Knowledge of mathematics facilitates to learn physics in a better way. Driving a scooter facilitates driving a
motorbike. A sportsman playing football plays volley-ball as nicely.

2. Negative transfer:
When learning of one task makes the learning of another task harder- it is known as negative transfer. For
example, left hand drive vehicles hindering the learning of right hand drive. Herein learning of one task
makes the learning of a second task harder. Learning shorthand by Danton method may cause interference
in subsequent learning by Pitman method. The negative transfer is also called habit interferences.

One form of positive transfer is bilateral transfer or cross-transfer. Practice in using right hand while
handling a machine in the factory may help handling by the left hand.

3. Neutral transfer:
When learning of one activity neither facilitates nor hinders the learning of another task, it is a case of
neutral transfer. It is also called as zero transfer. For example, knowledge of history in no way affects
learning of driving a car or a scooter.In this case, the learning of one subject does help the learning of
another? There may be zero transfer between language and mathematics.

Surface and Deep Learning

John Hattie: It’s a very important distinction between surface and deep learning.
• Surface learning is very much about the idea, the content, the knowledge and the information.
• The deep learning is when you relate or extend or transfer that knowledge.
Certainly, in many schools in many systems there are both those two parts – the content and how we
relate and extend that content is critical. But the differences between surface and deep learning are
important.
Deep learning first requires recall and use of surface knowledge and skills (Webb, 2005). ‘Traditional’
approaches like memorization and rehearsal can equip students with these foundations (Hattie, 2012), but
the problem is that teaching and learning often stops at the surface.
Robyn Gillies from University of Queensland: Research shows that student-centered approaches to
teaching that change and develop students’ thinking gets better student learning outcomes than the more
traditional, teacher-directed, information-transmission approaches. For teachers to make this shift, it’s

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important to have the capacity to reflect on one’s own practice and to be familiar with evidence-based
research into effective teaching.
To be effective, learning must be active. Effective and active learning are inter-dependent, and one cannot
occur without the other. They are two sides of the same coin. When learning is effective, students are
actively engaged, and they are motivated. They accept responsibility for their learning, work together to
achieve shared goals, listen to others’ ideas, and support one another through challenges. The
effectiveness of active learning is not limited to the academic or cognitive but extends to social and
personal development.
UQx: LEARNx Deep Learning through Transformative Pedagogy (2017). University of Queensland,
Australia. (an Open edX MOOC). Module 1: Surface and Deep Learning

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Handout 11.2
Another Day in Paradise by Phil Collins
She calls out to the man on the street
'Sir, can you help me its cold and I've nowhere to sleep,
Is there somewhere you can tell me?
He walks on, doesn't look back
He pretends he can't hear her
Starts to whistle as he crosses the street
Seems embarrassed to be there
Oh think twice, it's another day for you and me in paradise
Oh think twice, 'cause it's just another day for you,
You and me in paradise, think about it
She calls out to the man on the street
He can see she's been crying
She's got blisters on the soles of her feet
She can't walk but she's trying
Oh think twice, 'cause it's another day for you and me in paradise
Oh think twice, it's just another day for you,
You and me in paradise, think about it
Oh Lord, is there nothing more anybody can do
Oh…
Source: LyricFind

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Worksheet 11.1
Task: In your groups, answer the following questions and place them different levels of the Cognitive
Domain:
• Where is this dialogue taking place?
• What is the weather like? How do you know?
• Who is the girl in the poem? What expressions and words reveal her identity?
• What class do you think the man belongs? What words/expressions in the poem indicate this?
• What is the attitude of the man? Select the words that reflect his attitude.
• What do you think the title of this poem implies?
• Do you think this is an appropriate title? Give reasons to justify your answer.

Discuss in your groups: This poem ‘Another day in Paradise,’ is based in a western context, think of similar
characters in your own context and write how such girls are treated in your setting. How do people treat
them?
Recall an encounter you’ve had with a similar to character as the one is “Another Day in Paradise” and
write an account of your encounter with such a girl and in no more than 80 words.

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Handout 11.3
Instructional strategies for transfer
So, how can we help transfer occur to a greater degree? Research shows that the strategies summarized in
Table 1 can dramatically improve transfer from instruction to the real world.
In light of the discussion from Worksheet 11.1 identify strategies for transfer in Table 1 below:
TABLE 1 Six strategies for improving transfer from instruction to the job

Strategy Explanation

The context of learning can be very much like the context of application,
Engage learners in
so transfer is easier. The goal is to create instruction that is directly
similar contexts
applicable to how the content is used in the real world.

Transfer is improved when new knowledge and skills are connected to

Investigate what is already known. Analogies and metaphors are often extremely
connections helpful, but it is critical that differences between the analogy and the
current situation be pointed out.

Routine skills can be practiced extensively so they become routine and

Provide extensive
automatic. For near(er) transfer, practicing to the point where skills can
practice
be done automatically is often needed.

Most instruction simplifies practice (both in breadth and depth), but this
Provide varied interferes with transfer to more complex application in the real world.
practice Transfer is improved when learners have the opportunity to practice in
the wide range of contexts in which they are expected to perform.

Intentionally For transfer situations where the learner is expected to apply skills in
extract underlying diverse situations, they need to be able to recognize and then apply
principles underlying principles.

Skillful learners naturally reflect on their own thinking processes in order

Teach learners to
to improve learning and performance. Teaching learners when and how
self-monitor
to monitor their thinking processes and performance aids in transfer.

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HANDOUT 11.4
Strategies for Transfer of Learning
1. Focus on core concepts - Students can more effectively transfer their knowledge when they
comprehend principles that organize, guide, and explain content and skills. Instructors can develop
activities that connect dots through deeper relationships, shared functions, or similar organizing principles.
With a strong conceptual framework, rather than memorized facts or a string of lecture notes, students
can recognize contexts operating through similar concepts and arrange knowledge as more functional
parts of a whole.
2. Include activities that promote deeper learning - A larger approach to conceptual learning, deeper
learning asks students to practice more rigorous thinking than memorization, skills practice, or test
preparation. Instructors can design class activities and assessments like active learning that span Bloom’s
taxonomy, thereby leading students to more independent thinking and the ability to recognize both the
details and the broad strokes of what they study.
3. Provide comparative scenarios - Students develop the ability to transfer their learning by practicing
transfer. Instructors can present two different scenarios, formulas, or readings and ask students to find
single approaches for solving or analyzing each; flipping the script, they can ask students to construct a
different problem or scenario that requires the same skills and knowledge as a pre-completed assignment;
instructors can also engage students in case studies, where a variety of skills and knowledge sets may be
stretched to address issues that are similar to, but not exactly, readings or lecture material.
4. Provide a roadmap with links - Students are more engaged when instructors provide a clear sense of
direction for intended learning. By making intellectual links between segments of class or asking students
to articulate the relationship between a previous class and a current class, instructors show how
knowledge operates in more than one context, and give students practice charting their learning beyond
single contexts.
5. Build on previous knowledge - Students construct their learning by integrating new knowledge into
knowledge they already have. Instructors can support student learning by assessing and building from
previous knowledge. They can also make this process explicit for students, which in turn helps students
learn to link their knowledge and treat it as a network, rather than individual nuggets.
6. Be explicit about transfer - When engaging students in activities that promote transfer, instructors
should feel free to make their learning goals known. Students will practice transfer better when they learn
to recognize it in action and will more willingly engage in a lesson if the instructor presents the benefits of
transfer for career aspirations and future learning.

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Session: 12 Educational Psychology Time: 120 Minutes

Unit
Approaches to Learning

Sub Topic
Approaches to Learning (Theories)
• Behaviourism
• Cognitive (Piaget)
• Social Constructivist (Vygotsky)
Objectives of the Session
After completing this session, trainee teachers will be able to:
• Differentiate between behaviorist and social cognitivist theories of learning.
• Compare and contrast between all three theories
• Analyse various aspects of the three theories
TEACHING AIDS
Markers, writing board, Charts
Prepare the charts of the learning theories before the session
Required Resources
• Handout 12.1: Key terms used in Behavioural theory
• Handout 12.2: use of behavioral theory in classroom
• Handout 12.3: chief exponents of Behavioural theory
• Handout 12.4: classroom activities using various theories
• Worksheet 12.1
Introduction of the Session 5 minutes
• Welcome the trainee teachers in the session.
• Collect their reflections on previous session.
• Ask a few of them the Type of Transfer of Learning they experienced: Positive, Negative or Neuter.
The following major learning theories will be discussed in this session.
• Behaviourist theory that focuses on the effects of environment on learning.
• Cognitive theory that focuses on the brain’ function during the learning process.
• Social Constructivist theory focuses on learning as a social activity.

Instructions/Activities

Activity 1 20 minutes
Introduction to learning theory
• Ask the trainee teachers, ‘What do you think is the need to introduce the learning theories to the
teachers?’
Expected answer: to predict and explain the relationship between learning conditions and
outcomes.
• ‘Why do teachers need this prediction?’
Expected answer: We need to have a basis on which to plan our approach to teaching in the

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classroom.
• Deliver a mini lecture on the theories of learning by saying,
Theories of learning are organized set of principles that explain how an individual acquires,
retains, and recalls knowledge. These have been proposed by psychologists and endorsed by
educationiststo help teachers determine what they should do in order to make children’s
learning more meaningful. The principles of theories can be used as guidelines to help select
instructional tools, techniques and strategies that promote learning. The purpose of learning
theories is to help us to predict and explain the relationship between learning conditions and
outcomes.

• Conclude the activity by saying there is a wide range of learning theories. In this session we will
review a few of these theories in order to assist you to meet the needs of your pupils.
Activity 2 40 minutes
Step 1:
o Divide them in three groups
o Assign them One theory each
o Group 1: Skinner: Handout 12.1
o Group 2: Piaget: Handout:12.2
o Group 3:Vygotsky: Handout 12.3
• Tell them to read the Handouts in 10 minutes.
Step 2:
• Ask them to develop presentations by discussing within their group members.
• After discussion, invite each group one by one to present their work.
• Trainees may ask questions about the presentations.
• Step 3:
• Ask the trainee teachers to open Worksheet 12.1 and fill it.
• Conclude the activity by giving the following input:
Education is a messy process. Students do not arrive as empty vessels waiting to be filled with
knowledge, nor do they all learn the same or have the same experiences. Students cannot be
treated like some kind of assembly line product whereby teachers repeatedly perform the same
actions to achieve the same outcomes. Students, however, are sufficiently similar that give the
right conditions can arrive at the desired learning outcome and this is where theory comes into
play.

Activity 3 40 minutes
Behavioural theories’ application in classroom
• Divide the trainee teachers into three groups. A,B,C
• Ask them to openHandout 12. 4
• Assign them task according to their groups.
• Ask them to create a class room activity using Role paly on the basis of information provided in the
Handout
• Ask them to include activities that reflect the particular theory assigned to them
• Give them 15 minutes for preparation and presentation
• Provide positive feedback and suggestions after each presentation
• Conclude the activity by addressing their queries if any.

Additional Learning Material

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• Wool folk, Anita.(2017) Educational psychology. Pearson.

• Educational Psychology lumen learning

Assessment 10 minutes
Tell the trainee teachers that Formative assessment was done in activity 2, step 3.
• For Summative assessment tell the trainee teachers to take few minutes and think about the
following questions and then answer them on a sheet.
1. What are the key features of the behavioural theory of learning?
2. What are the key features of the cognitive theory of learning?
3. If you are a behaviourist, how would you set up your learning environment?
4. If you are a cognitivist, how would you set up your learning environment?

Home Assignment: 05 minutes

Ask the trainee teachers to write a paragraph according to their understanding about the following :
• The Implications of Learning Theories for the Classroom Teacher

Teaching Strategies/ Tips for the Trainee teachers

Tell the trainee teachers that following strategies have been used in today’s session:
• Group activity
• Discussion
• Presentation
• Mini lecture
• Role play

References
• Module10 Concepts of Learning
• Teaching - Ways Of Learning_ Learning Theories & Learning Styles In The Classroom-Routledge
(2008)
• Roxana Moreno-Educational Psychology -John Wiley & Sons (2009)

Note: Due to importance of the Theories of learning for a teacher, the charts prepared should be hanged
on the walls of training room for long period of time.

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HANDOUTS
Handout 12.1
• https://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html

Behaviourism/ Behavioural theory of learning:

Behaviourism is based upon the simple notion of a relationship between a stimulus and a response, which
is why behaviourist theories are often referred to as ‘stimulus-response’ (SR) theories.
Behaviourism is a theory of learning focusing on observable behaviours and discounting any mental
activity. Learning is defined simply as the acquisition of new behaviour. Behaviourists call this method of
learning ‘conditioning’.
Two different types of conditioning are described and demonstrated as viable explanations of the way in
which animals and humans alike can be ‘taught’ to do certain things. First there is classical conditioning
and second is operant conditioning.
1. Classical conditioning
This involves the reinforcement of a natural reflex or some other behaviour which occurs asa response to a
particular stimulus. A well-known example of this type of conditioning, the firstof its kind, is the work of
Ivan Pavlov, a Russian physiologist at the start of the twentieth century, who conditioned dogs to salivate
at the sound of a bell. He noticed that dogs salivated when they ate, or even saw, food. In his initial
experiments he sounded a bell at the time when food was presented to the dogs. The sound of the bell
became, for the dogs, an indication that food was about to be presented and eventually the dogs would
salivate at the sound of the bell irrespective of the presence of food. The dogs had been conditioned to
respond to the sound of the bell by producing saliva. Their behaviour had been successfully modified.
We talk about conditioning and conditioned responses in a general way. Feelings of fear at the sound of
the dentist’s drill or at the sight of a syringe in preparation for an injection are examples of conditioned
responses.
Key Terms used:
Pavlov identified four stages in the process of his classical conditioning and what follows from the initial
connection between stimulus and response: acquisition, extinction, generalization and discrimination.
Acquisition
The acquisition phase is the initial learning of the conditioned response – for example, the dog salivating at
the sound of the bell.

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Extinction
Once learnt, a conditioned response will not remain indefinitely. Extinction is used to describe the
disappearance of the conditioned response brought about by repeatedly presenting the bell, for example,
without then presenting food.
Generalisation
After a conditioned response to one stimulus has been learnt, it may also respond to similar stimuli
without further training. If a child is bitten by a dog, the child may fear not only that particular dog, but all
dogs.
Discrimination
Discrimination is the opposite of generalization. An individual learns to produce a conditioned response to
one stimulus but not to another similar stimulus. For example, a child may show a fear response to freely
roaming dogs, but may show no fear when a dog is on a lead, or distrust Alsatians but not Jack Russell
terriers.
2. Operant conditioning
The second type of conditioning is ‘operant conditioning’. Operant conditioning is the most important type
of behaviourist learning. It is more flexible in its nature than classical conditioning and therefore seen as
potentially more powerful. It involves reinforcing behaviour by rewarding it. It can also work in a negative
way, when an undesirable behavior can be discouraged, by following it with punishment of some form. In
some cases, simply notoffering an expected reward for a particular behaviour is a sufficient punishment.
For example,if a mother gives her child a chocolate bar every day that he tidies his bedroom, before
longthe child may spend some time each day tidying. In this example, the tidying behaviour increases
because it is rewarded. This rewarding is known as ‘reinforcement’. It is likely that the tidying behaviour
would decrease or stop completely if the rewards were suspended.
Skinner, a psychologist working in America in the 1930s, is the most famous psychologist in the field of
operant conditioning and probably the most famous behaviourist. Skinner studied the behaviour of rats
and pigeons, and made generalisations of his discoveries to humans. He
used a device now called a Skinner box. The Skinner box was a simple, empty box in which an animal could
earn food by making simple responses, such as pressing a lever. A normal, almost random action by the
animal, such as pressing a lever in the box, would result in a reward, such as a pellet of food. As the
rewards continued for the repetition of the action, the animal ‘learnt’ that in order to be fed it must press
the lever.

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Key Terms used:

Skinner maintained that rewards and punishments control the majority of human behaviours, and that the
principles of operant conditioning can explain all human learning. The key aspects of operant conditioning
are as follows.
Reinforcement
This refers to anything that has the effect of strengthening a particular behaviour and makes it likely that
the behaviour will happen again. There are two types of reinforcement: positive and negative.
Positive reinforcement
Positive reinforcement is a powerful method for controlling the behaviour of both animals and people. For
people, positive reinforcers include basic items such as food, drink, approval or even something as
apparently simple as attention. In the context of classrooms, praise, house points or the freedom to choose
an activity are all used in different contexts as rewards for desirable behaviour.
Negative reinforcement
As its name suggests, this is a method of decreasing the likelihood of a behaviour by pairing it with an
unpleasant ‘follow-up’. There is controversy about whether punishment is an effective way of reducing or
eliminating unwanted behaviours. Laboratory experiments have shown that punishment can be an
effective method for reducing particular behaviour, but there are clear disadvantages, especially in
classroom situations. Anger, frustration or aggression may follow punishment, or there may be other
negative emotional responses.
Shaping
The notion of shaping refers to a technique of reinforcement that is used to teach animals or humans
behaviours that they have never performed before. When shaping, the trainer begins by reinforcing a
simple response which the learner can easily perform. Gradually more and more complex responses are
required for the same reward. For example, to teach a rat to press an overhead lever, the trainer can first
reward any upward head movement, then an upward movement of at least three centimetres, then six
and so on, until the lever is reached. Shaping has been used to teach children with severe mental
difficulties to speak by first rewarding any sounds they make and then gradually only rewarding sounds
that approximate to the words being taught. Animal trainers use shaping to teach animals. In classrooms,
shaping can be used to teach progressively complex skills, and more obviously to ensure the desired
behaviour from children at such times as the end of the day, lining up for assembly and so on. When a
teacher says something like, ‘Let’s see which table is ready’, it would not be unusual in many classrooms to
witness many if not all of the children sitting up straight with folded arms, having tidied away their
belongings.

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There is a place for learning in classrooms that relies on the principles of behaviourism.
However, since behaviourism gives little importance to mental activity, concept formation or
understanding, there are difficult problems to overcome when setting out philosophies of teaching and
learning that depend wholly upon behaviourist approaches.
Criticism:
Critics of the application of behaviourist approaches make two main points.
First that rewarding children for all learning is likely to cause the child to lose interest in learning for its
own sake. Studies have suggested that using rewards with children who are already well motivated may
lead to a loss of interest in the subject.
Second, using a reward system or giving one child increased attention may have a detrimental effect on
the others in the class. Using a behaviourist approach in the classroom seems to be most effective when
applied in cases where a particular child has a history of academic failure; where there is very low
motivation and high anxiety; and in cases where no other approach has worked.
It is interesting, in consideration of the basic tenets of behaviourist learning theory, to look briefly at a
quotation from Lao-Tzu, an ancient Chinese philosopher of the sixth century: ‘Rewards and punishments
are the lowest form of education.’

Source:
• Module10 Concepts of Learning
• Teaching - Ways Of Learning_ Learning Theories & Learning Styles In The Classroom-Routledge
(2008)
• Roxana Moreno-Educational Psychology -John Wiley & Sons (2009)

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Handout 12.2
Cognitivist/ Cognitive theory of learning:
Cognitive scientists study how people learn, remember and interact, often with a strong emphasis on
mental processes. Many explanations of how and why children’s thinking processes change over time have
been offered in the past. The three most influential cognitive development theories are of Jean Piaget, Lev
Vygotsky, and the neo-Piagetian. Each of these theories views cognitive development from a different
perspective and, therefore, will give you alternative strategies to foster children’s cognitive growth.
Swiss psychologist Jean Piaget conducted a lifelong study of children’s cognitive development in the past
half-century. Piaget's (1936) theory of cognitive development explains how a child constructs a mental
model of the world. His contributions include a stage theory of child cognitive development, detailed
observational studies of cognition in children to reveal different cognitive abilities. He disagreed with the
idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due
to biological maturation and interaction with the environment.
Piaget's Cognitive Development theory (1970)/ Conception of equilibration (1985)
Piaget (1970) proposed that children progress through a sequence of four stages, assumed to reflect
qualitative differences in children's cognitive abilities. Limited by the logical structures in the different
developmental stages, learners cannot be taught key cognitive tasks if they have not reached a particular
stage of development.
He later (1985) expanded this theory to explain how new information is shaped to fit with the learner's
existing knowledge, and existing knowledge is itself modified to accommodate the new information. The
major concepts in this cognitive process include:
▪ Assimilation: it occurs when a learner perceives new objects or events in terms of existing schemes or
operations. This information is compared with existing cognitive structures
▪ Accommodation: it has occurred when existing schemes or operations must be modified to account for
a new experience.
▪ Equilibration: it is the master developmental process, encompassing both assimilation and
accommodation. Anomalies of experience create a state of disequilibrium which can be only resolved
when a more adaptive, more sophisticated mode of thought is adopted
▪ Schema/ Scheme: A representation in the mind, of a set of ideas or actions which go together.
Piaget's Theory Differs From Others In Several Ways:
• It is concerned with children, rather than all learners.
• It focuses on development, rather than learning in isolation, so it does not address learning of
information or specific behaviors.

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• It proposes discrete stages of development, marked by qualitative differences, rather than a

gradual increase in number and complexity of behaviors, concepts, ideas, etc.
Piaget’s stages of Cognitive development:

Source:
• Module10 Concepts of Learning
• Teaching - Ways Of Learning_ Learning Theories & Learning Styles In The Classroom-Routledge
(2008)
• Roxana Moreno-Educational Psychology -John Wiley & Sons (2009)

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Handout 12.3
The Theory of Social Constructivism by Lev Vygotsky

According to the theory of social constructivism, social worlds develop out of individuals’ interactions with
their culture and society. Knowledge evolves through the process of social negotiation and evaluation of
the viability of individual understanding. Basically, every conversation or encounter between two or more
people presents an opportunity for new knowledge to be obtained, or present knowledge expanded. The
exchange of ideas that goes along with human contact is at play here.
In order to apply social constructivism theories in the education arena, teachers and school leaders need to
shift and reshape their perspectives. Both must move from being “people who teach” to being “facilitators
of learning.” A good constructivist teacher is one who questions students’ answers, without regard to
whether they are right or wrong, to make sure the student has a good grasp of the concept. Additionally,
instructors should have their students explain the answers they give and not allow students to use words
or equations without explanations. They should also encourage students to reflect on their answers.
Social constructivism teaches that all knowledge develops as a result of social interaction and language
use, and is therefore a shared, rather than an individual, experience. Knowledge is additionally not a result
of observing the world, it results from many social processes and interactions. We therefore find that
constructivist learning attaches as much meaning to the process of learning as it does to the acquisition of
new knowledge. In other words, the journey is just as important as the destination.
The process of learning requires that the learner actively participate in creative activities and self-
organization. Teachers should allow their students to come up with their own questions, make their own
theories, and test them for viability. Moreover, those who practice constructivist theory find that
imbalance facilitates learning, in the sense that contradictions between the learner’s current
understanding and experiences create an imbalance, which leads the learner to inquire into his or her own
beliefs and then try out new ideas. Instructors should therefore encourage errors resulting from the
learners’ ideas, instead of minimizing or avoiding them.
Students should also be challenged by their instructors to perform open-ended investigations, working to
solve problems with realistic and meaningful contexts. This activity enables the learner to explore, and
come up with either supporting or conflicting possibilities. Contradictions need to be investigated, clarified,
and discussed.
Through the process of reflecting on the collected data,, learning is given a push. A good example of
allowing reflection is through journal writing, which usually facilitates reflective thoughts.

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Dialogue within a community stimulates new ideas. All school stakeholders should view the classroom as a
community for discussion and exchange of ideas. Students in the classroom are responsible for the
defense, proof, justification, and communication of their ideas to the community. These ideas can only be
accepted as truth if they can make sense to the community. If they do, they become shared knowledge. In
summary, learning occurs not through hearing or seeing, but primarily through interpretation.
Interpretation is shaped by what’s already known and is further develop through discussion.

Social Constructivist

1. Language, Culture, & Knowledge

Vygotsky (1934) emphasized the role of language and culture in cognitive development and in
how we perceive the world and claimed that they provide frameworks through which we
experience, communicate, and understand reality.
He demonstrated the importance of language in learning by demonstrating that in infants,
communication is a pre-requisite to the child’s acquisition of concepts and language. But he
suggests that people learn with meaning and personal significance in mind, not just through
attention to the facts:

I do not see the world simply in colour and shape but also as a world with sense and meaning. I do
not merely see something round and black with two hands; I see a clock…. (p. 39)

Language and the conceptual schemes that are transmitted by means of language are essentially
social phenomena. Knowledge is not simply constructed; it is co-constructed.

2. The Zone of Proximal Development

Vygotsky believed that learning takes place within the Zone of Proximal Development. In this,
students can, with help from adults or children who are more advanced, master concepts and
ideas that they cannot understand on their own. This model has two developmental levels:
1. The level of actual development – point the learner has already reached & can problem-solve
independently.
2. The level of potential development (ZDP) – point the learner is capable of reaching under the
guidance of teachers or in collaboration with peers.
The ZDP is the level at which learning takes place. It comprises cognitive structures that are still in
the process of maturing, but which can only mature under the guidance of or in collaboration
with others.

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Source:
• Module10 Concepts of Learning
• Teaching - Ways Of Learning_ Learning Theories & Learning Styles In The Classroom-Routledge
(2008)
• Roxana Moreno-Educational Psychology -John Wiley & Sons (2009)

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Hand out 12.4

Activates Using theories of Learning
GROUP A:
CLASSICAL CONDITIONING:
a) Invite your students to recall a song that evokes powerful emotions for them. Ask them if there is a
specific event or person that they associate with that song.
b) One student shared the story of how her elderly dog convulsed and died in her arms while she was
watching the movie "Sgt. Bilko." To this day, she has a strong distaste for that movie and other
movies of that genre.
c) Point out that this is the power of classical conditioning and that a teacher can use this behavioral
principle to her advantage by helping her students to build positive associations between their
learning activities and things that they already love. For example, she might invite students to read
in a comfortable loft with pillows and stuffed animals.
d) She might create mathematics activities that include outdoor games. She can also help students to
overcome negative associations (such as test anxiety), by slowly building a new set of associations
with the students (ie. test day is also treat day; introducing authentic testing activities that are
enjoyable, etc.)
GROUP B:
OPERANT CONDITIONING:
Used in a variety of situations, operant conditioning has been found to be particularly effective in the
classroom environment. One of the main ways of reinforcing a behavior is through praise, as the following
example illustrates.
1. During 'listening time' on the carpet, pupils are required to remain quiet and put their hand up when
they want to make a vocal contribution to the class. When a child manages to sit and behave in the
exemplary way, the teacher may say, 'Great effort, Jamie' or, 'Well done, Louise - just like I asked'.
Undoubtedly, the student will feel pleased with themselves after getting such a positive response. The
feeling of pride and self-satisfaction is one they are going to want to emulate in the future, and so they
are likely to behave well during 'listening time' from here onwards.Simple though it may be, the
teacher has now managed to educate the pupil on the type of behavior she expects, and through
positive reinforcement, the child will probably feel determined to impress next time round - a positive
outcome for both parties: the teacher, and the child.
2. Rewards may be used occasionally for a similar effect, but shouldn't be overused, as it is important to
prevent the child from developing a dependency. If they become too adjusted to getting sweets, for

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example, they may eventually struggle to act in the same way without being presented with such a
treat.
3. By building operant conditioning techniques into lesson plans, it is easily possible to teach children
useful skills - as well as good behaviors. By using symbols like smiley faces, 'Good Work' stamps,
stickers, and even simple ticks when a child does something correctly, you are encouraging them to
repeat such satisfying work again further down the line.
4. You could even use this type of reinforcement when teaching a student something totally new, like
how to spell a particular word. When they do it correctly, you can administer praise to ingrain the
message that they've done it right. By doing the opposite when they don't get it exactly correct, you
can tempt them away from doing it this way in the future. In effect, the process is all about nurturing
the student and aiding them in their development. With a good attitude and positive approach, it really
can be done.
GROUP C:
VYGOTSKY’S THEORY:
Theory is significant as it accounts for social and cultural factors in children's development. It establishes
that language is a key factor in cognition, and knowledge is constructed as children interact with
others and develop abilities shaped by their culture. (Vygotsky, 1962). Children benefit when teachers,
and even other children, share their own knowledge to expand a child’s understanding of a topic (i.e.,
scaffolding). Effective teachers bridge knowledge gaps and help children advance intellectually.
Vygotsky's theory encourages children to work in groups. This factor allows them to continually learn from
each other and progress faster through development levels. (Jaruszewicz, 2013, Ch. 1.2). Social skills are
refined as children adapt to circumstances they do not solely control. Children are encouraged by peers to
venture into different realms, ideas, and modes of play and learning.
Here's a look at the step-by-step process by which a teacher can apply the zone of proximal development:
• First, a teacher should identify what a student already knows. By identifying this prior knowledge,
the teacher can build on that skill set when introducing new concepts.
• Next, the teacher can build on this knowledge through scaffolding; the scaffold will help students
move from what they already know to what they should know by the end of class. When planning
lessons, teachers should keep in mind the scaffolding process by integrating guided practice in their
lesson plans.
• Last, teachers can help students connect their new learning to their prior knowledge. For example,
if a math teacher has just taught children how to master dividing decimals, the teacher might then
relate this concept back to multiplying decimals.

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• All in all, through applying the concept of the zone of proximal development, the teacher identifies
what a child already knows, teaches him or her something new to add to it, and then relates this
back to his or her prior knowledge so that he or she can now understand the new concept with
assistance

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Worksheet 12.1

https://www.youtube.com/watch?v=gkzLAz25KPI

Behavioural Theory Beliefs Focus View Standpoint Knowledge

Behaviourism
(Skinner)

Cognitivism
(Piaget)

Social
Constructivism
(Vygotsky)

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Session 13: Educational Psychology Time: 120 Minutes

Unit 4
Mental Health and Classroom

Sub Topic
• Mental Hygiene in the classroom
Objectives of the Session
The trainee teachers will be able to:
• Define mental hygiene.
• Explain the purpose of mental hygiene.
• Identify practical mental health problems related to teaching and learning process both in and out
of the classroom.
Teaching Aids
Markers, writing board / flip chart, paper, charts
Required Resources
• Handout-13.1: Meaning and Purpose of Mental Hygiene
• Handout-13.2: Aims and Tips for Mental Hygiene
• Worksheets13.1 and 13.2
Introduction of the Session 5 minutes
Tell the trainee teachers that:
• Holistic development of a child is most important. It induces Physical, Moral, Intellectual, Social
development.
So today, we are focusing on mental hygiene.
Instructions/Activities

Activity 1: 30 minutes
• Ask the trainee teachers, what types of students they have in their classrooms?
Expected Answers: absent minded, aggressive, anxiety stricken, mood disorder, abusive, socially
disturbed, socially awkward etc.
• Tell them to share their experiences of dealing with such types of students in their classrooms.
• Make two columns on the writing board, on the top of one column write the word “Mental” and on
the other write the word “Hygiene”. Take their responses and write them in the relevant columns.
Expected Answers: 1. Mental- relating to the mind, relating to the brain, rational, cognitive or
relating to the state of a person’s mind. 2.Hygiene: healthiness, physical shape, state of health,
physical health, physical state.
• Now write the words “Mental Hygiene” on the writing board and ask the trainee teachers, what
comes to their mind when put together.
• Write their responses on the writing board.
Expected Answers: physical health, mental state of health, good mental condition, mental
wellbeing, positive mental health, cognitive well -being.
Tell them to watch video on how a teacher can play an important role in ensuring student’s mental
well-being.
https://www.youtube.com/watch?v=kmSinPMVU2U
• Encourage trainee teachers to discuss the contents of the video with the person sitting next to

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them.
• Ask them to share their understanding of mental hygiene with emphasis on their role as teachers
and caregivers.
• Ask them to read Handout 13.1 for two minutes.
• Ask two to three trainee teachers about their understanding.
• Use Handout 13.1 to clarify their concept in summarizing the activity.

Activity 2: 25 minutes
• Divide the class into two Groups A & B.
• Ask the trainee teachers to read Handout 13.2
• Assign the following tasks to:
o Group A: Prepare 5 questions from aims.
o Group B: Prepare 5 questions from elements.
• Ask group A to put one question to Group B and in return Group B will ask question from Group A.
• Mark the scores on writing board.
• After completion of quiz, announce the winning team.
• Provide feedback, if needed.

Activity 3: 20 minutes
Ask the trainee teachers to:
• Read Handout- 13.3 individually.
• Make two circles of trainee teachers, so that all of them are facing one another, as shown below:
• Ask them that the person in the inner circle will move a step or two to the left and the teachers in
the outer circle will remain stationary.

• Give the following instructions to the trainee teachers:

o Teachers standing in the inner circle will move one step in the same circle while the teachers
standing in the outer circle will not move.
o They will move only when they hear the word move.
o They can speak with the person who is facing them about tips of mental health.
o As the member moves out, they will start speaking with the replaced one.
• Let the trainee teachers speak with each other till each member in the outer circle comes across
the first person she/he spoke.
• Sum up the activity by recapping major points in the Handout.
Activity 4: 25 minutes
• Divide the class into four groups and call them group 1, group 2, group 3, and group 4.
• Ask them to read Handout 13.2 in groups for 5 minutes.
• Assign worksheets 13.1 of Case studies1,2,3, and 4 to the respective groups.

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• Briefly give the concept of Case Study by sharing with them:

‘Case study in psychology refers to the use of a descriptive research approach to obtain an in-
depth analysis of a person, group, or phenomenon. A variety of techniques may be employed
including personal interviews, direct-observation, psychometric tests, and archival records.
• Ask them to work on worksheets 13.1.
After completing the task, take the responses of all groups and give input.
Assessment 10 minutes
Tell the trainee teachers to take two minutes and think about the following question and then answer it on
their writing pads.
• What measures will you take to ensure the mental well-being of your students?
• Collect their responses.
Home Assignment: 05 minutes
• Ask them to write a report about the mental health of the student of their own class.
• Complete the four squares with brief notes on Worksheet- 13.2.
Teaching Strategies/ Tips for the Trainee teachers
Tell the trainee teachers that they used the following strategies in the day’s session.
• Brainstorming
• Question Answer Technique
• Case Study
• Circle Game
• Quiz

References / Additional Leaning Material.

• hygiene-and-education/essay-on-mental-hygiene-and-education/2649https://www.merriam-
• https://www.dictionary.com/browse/mental-hygiene
• file:///C:/Users/rashid/Documents/African%20School%20Mental%20Health%20Curriculum.pdf
https://www.youtube.com/watch?v=kmSinPMVU2U
• Educational Psychology (2016) by Shakeel Ahmad.
Published by Al-Ilm Publications, Peshawar.

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HANDOUTS
Handout 13.1
Meaning and Purposes of Mental Hygiene:
With the advancement in scientific knowledge and research, we now have a better understanding of
mental illness as it emerges in various forms, its symptoms, its causes and treatment. As a result of these
advances, we have a knowledge of certain principles which, if practiced correctly, will save us from
developing mental illness or suffering from maladjustments. In other words, these principles will help
individuals retain their emotional balance.
The branch of psychiatry deals with the science and practice of maintaining and restoring mental health,
and of preventing mental disorder through education, early treatment, and public health measures.
Definitions of Mental Hygiene:
1. Kolesnik:
Menial hygiene is a set of conditions which enables a person to live at peace with himself and others.
2. A.J. Rosanoff:
Mental hygiene endeavors to aid people toward off troubles as well as to furnish ways of handling
troubles.
3.S.K. Dani:
Mental hygiene is the science of the principles of mental health derived mostly, from our understanding of
the causation and pathology of mental illness.
4. Crow & Crow:
Mental Hygiene is a science that deals with human welfare and pervades all fields of human relationship.
5. Drever:
Mental Hygiene means investigation of the laws of mental health and the taking or advocacy of measures
for its preservation.
6.World Health Organization:
Mental health is “a state of well-being in which the individual realizes his or her own abilities, can cope
with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to
his or her community”.
7. Hadfield
Mental health is the full and harmonious functioning of the whole personality.

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Handout 13.2
Aims and Tips for Mental Hygiene:
Doctors treating mental disorders have determined the following three aims of mental hygiene:
1. Prevention of mental ill-health.
The prevention of mental disorders through an understanding of the relationship that exists between
wholesome personality development and life experiences.
2. Preservation of mental health.
The preservation of the mental health of the individual and of the group.
3. Cure of individuals suffering from mental disorders.
The discovery and utilization of therapeutic measures to cure mental illness.
Of these three approaches, preventive, preservative and curative, the most significant and modern
approach is the preventive approach. This approach is very much influenced by principles of public health.
According to Kaplan and Baron, this approach” is based on the principle that the best way to ensure well-
adjusted individuals is to surround them with environmental influences which will enable each person to
develop his full potentialities, to attain emotional stability, and to achieve personal and social adequacy”.
Preventive mental hygiene begins in the home, and its principles are important even in the school and
other areas. Mental health, and behavioral health for that matter are hot-button issues.
Elements of Mental Health/Hygiene: Mental hygiene deals with these principles of living which would
serve as a guide to human adjustments. It consists of those patterns of living which promote the
development of wholesome and socially adequate personalities. These patterns of living help an individual
to get along with himself and with his fellowmen, to cultivate desirable attitudes, to avoid conflicts that
bring about maladjustments, and to pursue intelligent, rational behavior. These principles have been
drawn from philosophy, psychology, religion, ethics, sociology, biology, physiology, medicine, psychiatry
and common-sense. The following are common features of mental Hygiene.
Generally mental hygiene has the following elements:
1. Physical health.
2. Intellectual health.
3. Emotional health.
4. Interest and aptitude.
5. Good environment.

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Handout 13.3
Tips for Mental Health
1. Build a healthy self-esteem
2. Receive as well as give
3. Create positive parenting and family relationships
4. Make friends who count
5. Figure out your priorities
6. Get involved
7. Learn to manage stress effectively
8. Cope with changes that affect you
9. Deal with your emotions
10. Have a spirituality to call your own
11. Share feelings (a problem shared is half solved)
12. Take a break
13. Do something you are good at
14. Get enough sleep
15. Ask for help

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Worksheet 13.1
Instructions:
• Read the cases carefully.
• Fill out the worksheet given at the end of the case-study.
Case Study No .1
Salma – a 10-year-old in her 5th grade – was bullied in her school due to her socio-economic background.
Her friends shunned her from group activities and called her names like savage and bum (vehshi, faqeer).
The bullying and teasing drove her away from all social activities, and she soon fell into depression. These
incidents gave rise to several failed suicide attempts.

Case Study No .2
Raza was the shortest boy in his class. While all the other boys started to tower over him, he still remained
4’2” tall in 8th grade. The boys made fun of his short stature. The constant comparison that he put himself
through and the self-blame for not having grown taller had driven him into depression. Raza began to skip
classes and made excuses to avoid going to school. He became lonely and shut himself out from the world.

Case Study No .3
Sarah – a 13-year-old 7th grader – was an outgoing and friendly girl who always tried to make new friends.
At home, she was the opposite, often trying to stay away from her addicted father and a mother whose
quarrels did not seem to end. The lack of love and care at home turned into a deep craving for attention in
school. She would go to extreme lengths to keep her friends interested in her. She would not express her
emotions to others, in the fear of losing them, and resorted to self-harm to get attention.

Case Study 4
Ryan was known as the “hulk” in his school. He was famous in his school for his extremely violent and
aggressive behavior that spared neither his classmates nor the teachers. He hung out with his ‘gang,’ of
people who showed similar behavior and were the reason for all the mishaps in the school. The principal
had decided to send Ryan to the school counselor. The counsellor concluded that Ryan’s personality type
was unfit for the school, hence, he was expelled.

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1. Identify the most important facts surrounding the case.

2. Identify the key issue or issues.

3. Specify alternative strategies.

4. Evaluate each strategy.

5. Recommend the best strategy.

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Worksheet 13.2

1. Something I didn’t know or hadn’t 2. Something I found surprising or

expected…………. intriguing…………..

3. Something I need to learn more 4. Something I can connect with my

about………… previous learning or experience………..

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Session 14: Educational Psychology Time: 120 Minutes

Unit 4
Mental Health and Classroom

Sub Topic
Mental hygiene in the classroom

Objectives of the Session

Trainee teachers will be able to:
• Identify the challenges and solutions of mental health in the schools.
• Identify specific mental illness.
• Suggest strategies to handle specific mental illness in the students.
Teaching Aids
Markers, writing board, paper, charts
Required Resources
• Handout 14.1: Challenges and solutions.
• Handout 14.2: Specific mental illnesses
• Worksheet- 14.1, 14.2, 14.3 & 14.4
Introduction of the Session 5 minutes
Welcome the trainee teachers in your session and explain that they are going to elaborate further the topic
already discussed in previous session and discuss
• Common mental health issues in schools.
• How these issues affect the learners?.
Instructions/Activities

Activity 1: 25 minutes
• Begin the activity by sharing that they will use two specific reading strategies, skimming and
scanning.
• Trainer’s Input:
Skimming refers to the process of reading only main ideas within a passage to get an overall impression of
the content of a reading selection.
Scanning is a reading technique to be used when you want to find specific information quickly. In scanning
you have a question in your mind and you read a passage only to find the answer, ignoring unrelated
information.
• Explain that they may enjoy these strategies only if they follow the instructions for that specific
strategy.
• Tell that they are going to work on worksheet 14.1 using skimming skills therefore, they need to
remain focus on the main points of the text for only few minutes and write the main idea in the
next column.
• Divide the class into appropriate number of groups.
• Ask them to read all the five paragraphs in the worksheet.
• And find the main idea of each paragraph and fill the last column.

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• Take the responses of each group and give your input.

Activity 2: 30 minutes
• Divide the trainee teachers in suitable group.
• Ask them to read the Handout 14.1 in their tabs.
• Tell them to scan the Handout for the specific information in the text.
• Ask them to write the answers of the questions given in the worksheet 14.2.
• After completing the task take the responses of a few trainee teachers and give your input to
conclude the activity focusing mainly on how successful they were in getting the specific
information from the worksheet and Handout 14.1 by using the scanning skill of reading for getting
understanding about challenges and solutions of mental health.
Activity 3: 20 minutes
• Ask the trainee teachers to open worksheet 14.3 .
• Tell them to read the text in column two and select the relevant topic from the list given at the top
of the table, and write it in relevant box of column 1 against each text.
• Instruct them that they may also take help from Handout 14.1
Activity 4: 25 minutes
• Make pairs of the trainee teachers ask them that using the understanding from Handout 14.1 and
14.2 complete worksheet 14.3.
• Ask them to present their work on chart.
• Conclude the activity by sharing that it is obligatory for teachers to understand the concept of
mental hygiene for healthy classrooms environment.
Assessment 10 minutes
• Tell the trainee teachers to take 2 minutes and think about the following questions and then
answer them:
o What are the common challenges of students’ mental health in schools?
o How does a teacher come to know about these mental health challenges of his/her learners?
o Suggest ways for mental hygiene in classrooms.
Home Assignment: 05 minutes
• Make a list of mental health issues in your own school and surroundings.
• Fillworksheet 14.4 for writing your reflection.

Teaching Strategies/ Tips for the Trainee teachers

Tell the trainee teachers that in today’s session they used the following strategies:
• Skimming and Scanning
• Group Work
• Pair work
• Problem Solving

References
• hygiene-and-education/essay-on-mental-hygiene-and-
• education/2649https://www.merriam-
• https;//www.dictionary.com/browse/mental-hygiene.

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HANDOUTS
Handout- 14.1
Challenges and solutions
Note: This article talks about foreign context but due to its applicability in Pakistani context it is included in
this course.
In view of the high prevalence rates of mental health problems in children and their importance for young
people’s scholastic development, and in view of the low uptake of the relevant services provided by the
healthcare system, the risks of mental health problems should be identified at an early stage and reduced
by means of preventive measures.
Children and their families should be informed about the options available in the healthcare system, and
access to such services should be improved. The school as a central institution in the education system,
with its support systems in the psychosocial area (school social workers, school psychologists) can take a
central role in this by implementing the following measures:
4. Start talking about it
• Mental health needs to be integrated into the school curriculum, which will help increase
understanding and reduce stigma around issues. Without this, pupils may not be aware their
mental health is deteriorating and feel silenced or shamed when seeking help.
• If both pupils and teachers have more open discussions about mental health, issues will also be
easier to identify early on, and this will help to build students’ knowledge and understanding of the
subject.
• Ideally, mental health needs to be talked about the same way physical education or healthy eating
is, because research has found that when schools adopt a comprehensive approach to discussing
mental health it supports all pupils – including those who are experiencing mental health difficulties
already.
5. Create a safe space
• Students do better in schools when they feel safe – this means ensuring that bullying incidents are
low and addressed, including the rising incidents of cyberbullying.
• The evidence also shows that when students feel a sense of belonging, have good peer and teacher
relationships, and feel listened to when they raise concerns, also helps to support positive mental
health in schools.
6. Support for all

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• Everyone in schools from the head teacher, teachers to the teaching assistants, all have a role to
play in improving the school environment – and making it more open to discussions around mental
health.
• But they can do this only if they are supported and healthy themselves. Looking out for the well-
being of staff will itself have a positive impact on the students. And research shows that when staff
are trained in mental health they are more confident in supporting their students. The same
research also showed that this additional mental health training even helped to boost staff’s own
resilience an
7. Make sure teachers know how to help
• Head teachers should demand mental health training for all new teachers. And before a school
takes on a new or trainee teacher, they should ask to see what mental health training they have.
This could include an understanding of the risk and resilience factors for their students, how to
spot the signs of mental ill health, along with how to support and get help for students at risk.
This will ensure that all new teachers have a basic understanding of the mental health challenges
they will face, and will make it easier for them to help pupils in need.
8. Recognize that it takes a village
• Looking after children’s mental health isn’t just something that can be done on a small scale, it
involves a shift in the way everyone not only works together, but also communicates on issues.
• There are lots of additional things schools need to do in this area, including working with parents
and having staff as mentors for vulnerable students. Schools may also have to introduce peer
mentoring, where children are partnered up with older children who can look out for them.
• Running extracurricular social activities for pupils on students, by providing a space for them to
work through their emotions and develop strategies to address their challenges.
Adapted from:
Source:
hygiene-and-education/essay-on-mental-hygiene-and-
education/2649https://www.merriam-
https;//www.dictionary.com/browse/mental-hygiene.

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Handout 14.2
Specific mental illnesses
The most common forms of mental illness, paying special attention to those that generally affect students
Anxiety Disorders
What is anxiety? Anxiety is a term which describes a normal feeling people experience when faced with
threat or danger, or when stressed. When people become anxious, they typically feel upset, uncomfortable
and tense and may experience many physical symptoms such as stomach upset, shaking and headaches.
Feelings of anxiety are caused by experiences of life, such as a new relationship, a new job or school, illness
or an accident. Feeling anxious is appropriate in these situations and usually we feel anxious for only a
limited time. These feelings are not regarded as clinical anxiety, but are a part of everyday life.
What are anxiety disorders? The anxiety disorders are a group of illnesses, each characterized by
persistent feelings of intense anxiety. There are feelings of continual or extreme discomfort and tension,
and may include panic attacks. People are likely to be diagnosed with an anxiety disorder when their level
of anxiety and feelings of panic are so extreme that they significantly interfere with daily life and stop them
from doing what they want to do. This is what characterizes an anxiety disorder as more than normal
feelings of anxiety. The main types of anxiety disorders are:
Agoraphobia
Agoraphobia is fear of being in places or situations from which it may be difficult or embarrassing to get
away, or a fear that help might be unavailable in the event of having a panic attack or panic symptoms.
People with agoraphobia most commonly experience fear in a cluster of situations: in supermarkets and
department stores, crowded places of all kinds, confined spaces, public transport, elevators, highways and
heights. People experiencing agoraphobia may find comfort in the company of a safe person or object. This
may be a spouse, friend, pet or medicine carried with them.
Panic disorder (with or without agoraphobia)
People with this disorder experience panic attacks in situations where most people would not be afraid
such as: at home, walking in the park or going to a movie. These attacks occur spontaneously, come on
rapidly (over a few minutes) and go away slowly. Usually they last about 10-15 minutes. The attacks are
accompanied by all of the unpleasant physical symptoms of anxiety, with a fear that the attack may lead to
death or a total loss of control. It is because of this that some people start to experience a fear of going to
places where panic attacks may occur and of being in places where help is not at hand. In addition to panic
attacks and agoraphobia symptoms, people with panic disorder also worry about having another panic
attack.

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Specific phobias
Everyone has some mild irrational fears, but phobias are intense fears about particular objects or situations
which interfere with our lives. These might include fear of heights, water, dogs, closed spaces snakes or
spiders. Someone with a specific phobia is fine when the feared object is not present. However, when
faced with the feared object or situation, the person can become highly anxious and experience a panic
attack. People affected by phobias can go to great lengths to avoid situations which would force them to
confront the object or situation which they fear.
Social phobia (also called Social anxiety disorder)
Every person experiences social phobia at some point in their lifetime. People with social phobia fear that
others will judge everything they do in a negative way and they feel easily embarrassed in most social
situations. They believe they may be considered to be flawed or worthless if any sign of poor performance
is detected. They cope by either trying to do everything perfectly, limiting what they are doing in front of
others, especially eating, drinking, speaking or writing, or withdrawing gradually from contact with others.
They will often experience panic symptoms in social situations and will avoid many situations where they
feel observed by others (such as in stores, movie theatres, public speaking and social events).
Obsessive compulsive disorder
This disorder involves intrusive unwanted thoughts (obsessions) and the performance of elaborate rituals
(compulsions) in an attempt to control or banish the persistent thoughts or to avoid feelings of unease.
The rituals are usually time consuming and seriously interfere with everyday life. For example, people may
be constantly driven to wash their hands or continually return home to check that the door is locked or
that the oven is turned off. People with this disorder are often acutely embarrassed about their difficulties
and keep it a secret, even from their families.
Post-traumatic stress disorder
Some people who have experienced major traumas such as war, torture, hurricanes, earthquakes,
accidents or personal violence may continue to feel terror long after the event is over. They may
experience nightmares or flashbacks for years. The flashbacks are often brought about by triggers related
to the experience.
Bipolar Mood Disorder
Bipolar mood disorder is the new name for what was called manic depressive illness. The new name is used
as it better describes the extreme mood swings - from depression and sadness to elation and excitement –
that people with this illness experience. People with bipolar mood disorder experience recurrent episodes
of depressed and elated (overjoyed) moods. Both can be mild to severer.

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What are the symptoms of bipolar mood disorder?

Mania - Common symptoms include varying degrees of the following:
• Elevated mood – The person feels extremely high, happy and full of energy. The experience is often
described as feeling on top of the world and being invincible.
• Increased energy and over activity
• Reduced need for sleep
• Irritability – The person may easily and frequently get angry and irritable with people who disagree
or dismiss their sometimes unrealistic plans of ideas.
• Rapid thinking and speech – Thoughts are more rapid than usual. This can lead to the person
speaking quickly and jumping from subject to subject.
• Lack of inhibitions – This can be the result of the person’s reduced ability to foresee the
consequences of their actions, for example, spending large amounts of money buying things they
don’t really need.
• Grandiose plans and beliefs – It is common for people experiencing mania to believe that they are
unusually talented or gifted or are kings, movie stars or political leaders. It is common for religious
beliefs to intensify or for people with this illness to believe they are an important religious figure.
• Lack of insight – A person experiencing mania may understand that other people see their ideas
and actions as inappropriate, reckless or irrational. However, they are unlikely to recognize the
behavior as inappropriate in themselves.

Source:
hygiene-and-education/essay-on-mental-hygiene-and-
education/2649https://www.merriam-
https;//www.dictionary.com/browse/mental-hygiene.

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Worksheet 14.1
Read these paragraphs and write the main idea in front of each
Para-1 Mental health needs to be integrated into the school 1 Main idea of the
curriculum, which will help increase understanding paragraph is
and reduce stigma around issues. Without this, pupils
may not be aware their mental health is
deteriorating and feel silenced or shamed when
seeking help. If both pupils and teachers have more
open discussions about mental health, issues will also
be easier to identify early on, and this will help to
build students’ knowledge and understanding of the
subject. Ideally, mental health needs to be talked
about the same way physical education or healthy
eating is, because research has found that when
schools adopt a comprehensive approach to
discussing mental health it supports all pupils –
including those who are experiencing mental health
difficulties already.
Para-2 Students do better in schools when they feel safe – 2 The paragraph is
this means ensuring that bullying incidents are low about…………..
and addressed, including the rising incidents of
cyberbullying. The evidence also shows that when
students feel a sense of belonging, have good peer
and teacher relationships, and feel listened to when
they raise concerns, also helps to support positive
mental health in schools.
Para-3 Everyone in schools from the head teacher, teachers 3 This paragraph tells
to the teaching assistants, all have a role to play in me…………….
improving the school environment – and making it
more open to discussions around mental health.
But they can do this only if they are supported and
healthy themselves. Looking out for the well-being of
staff will itself have a positive impact on the

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students. And research shows that when staff are

trained in mental health they are more confident in
supporting their students. The same research also
showed that this additional mental health training
even helped to boost staff’s own resilience and
confidence.
Para-4 Head teachers should demand mental health training 4 This paragraph
for all new teachers. And before a school takes on a Informs about….
new or trainee teacher, they should ask to see what
mental health training they have. This could include
an understanding of the risk and resilience factors for
their students, how to spot thesigns of mental ill
health, along with how to support and get help for
students at risk. This will ensure that all new teachers
have a basic understanding of the mental health
challenges they will face, and will make it easier for
them to help pupils in need.
Para-5 Looking after children’s mental health isn’t just 5 The gist of this
something that can be done on a small scale, it paragraph
involves a shift in the way everyone not only works is……………………..
together, but also communicates on issues. There are
lots of additional things schools need to do in this
area, including working with parents and having staff
as mentors for vulnerable students. Schools may also
have to introduce peer mentoring, where children
are partnered up with older children who can look
out for them. Running extracurricular social activities
for pupils on students, by providing a space for them
to work through their emotions and develop
strategies to address their challenges

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Worksheet 14.2

Instruction: Look through the text of Handout14.2 quickly to find out the answers of following questions:

1. What does the author mean by anxiety disorder?

2. What are the causes of anxiety disorder?

3. What are the feelings of a person with anxiety disorder?

4. What are the effects of anxiety disorder?

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Worksheet 14.3

Note: Choose the suitable title for the text in second column from the list below and put it in the relevant
box of the first column.
Start talking about it, Create a safe space, Support for all, Make sure teachers know how to help, recognize
that it takes a village
Title Text
This will ensure that all new teachers have a basic
understanding of the mental health challenges they will face
and will make it easier for them to help pupils in need.
All have a role to play in improving the school environment
– and making it more open to discussions around mental
health.
There are lots of additional things schools need to do in this
area, including working with parents and having staff as
mentors for vulnerable students
Both pupils and teachers have more open discussions about
mental health.
Looking out for the well-being of staff will itself have a
positive impact on the students.
When students feel a sense of belonging, have good peer
and teacher relationships, and feel listened to when they
raise concerns, also helps to support positive mental health
in schools.
This will ensure that all new teachers have a basic
understanding of the mental health challenges they will face
and will make it easier for them to help pupils in need.
Looking after children’s mental health isn’t just something
that can be done on a small scale, it involves a shift in the
way everyone not only works together, but also
communicates on issues.

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Worksheet 14.4
Use understanding of Handout 14.1 and 14.2 and complete the following table
Mental illness Symptoms Ways for mental hygiene

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Worksheet 14.5
Reflection
Reflection Action

(What will be challenging for me?) (How am I going to overcome this?

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Session 15: Educational Psychology Time: 120 Minutes

Unit 4
Mental Health and Classroom

Sub Topic
o Factors affecting Mental Health of Student
Objectives of the Session
At the end of the session the trainee teachers will be able to:
• Explain the mental hygiene concept in education.
• Share strategies about the promotion of mental health in teachers and learners.
• Identify factors affecting mental health.
• Discuss the ways in which mental health affects performance in the school.
Teaching Aids
Writing Board/Flip chart, marker, Charts, Papers
Required Resources
• Handout 15.1: Mental hygiene concept and importance in education.
• Handout 15.2: Factors affecting mental health of students.
• Handout 15.3: How does mental illness affect my school performance?
Introduction of the Session 5 minutes
• Tell the trainee teachers that they will discuss
• Mental health concept and its importance in education
• Factors affecting mental health of the students.
• Share thatmental health is affected by number of factors. As a teacher, we should be aware of them
and should take remedial steps for addressing them.
Instructions/Activities

Activity 1: 25 minutes
• Divide the trainee teachers into four groups.
• Ask them to readHandout: 15.1 and discuss their respective parts in their groups and make a chart
of main points. .
• Now Assign the following tasks:
o Group1: Mental Hygiene Concept and importance in Education part 1of the text.
o Group 2:Mental hygiene/ health in Schools part 2 of the text.
o Group 3:Why teachers’ mental health?part 3 of the text.
o Group 4: Why students’ mental health?part 4 of the text.
• Ask them to paste their charts on the walls of the room.
• Invite the trainee teachers for a gallery walk and read all main points of each segment.
• Generate discussion on the gist of the article.
• Conclude the activity by addressing their questions using the same Handout.

Activity 2: 20 minutes
• Write, Factors affecting Mental Health of Student on the top of writing board.
• Draw a vertical line on the writing board to make two columns.

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• Write Group A at the top right column and Group B in the left one.
• Make two groups of the trainee teachers, call them A and B
• Tell all of them to queue up in front of the writing board, in such a way that Group A is on the right
side and B on the left.
• Ask one person to write one word about the topic and leave the place for the other person and go
to the end of line and so on.
• At the end of activity, count the relevant words of each group and clap for the winner group.
• Ask them to go back to their seats.
• Now tell them that in next activity, they can explore what literature says about this topic.

Activity 3: 30 minutes
Ask the trainee teacher to:
• Make four groups.
• Ask them to read the Handout 15.2: Factors affecting Mental Health of Student.
• Discuss it within the group and prepare a presentation on chart in a tabular form.
• Invite all groups to share their work beforethe whole class.
• Conclude the activity by comparing the text with their ideas in previous activity and by addressing
their questions in interactive way.

Activity 4: 25 minutes
Ask the trainee teachers to:
• Work in the same groups.
• Ask them to think individually for 5 minutes about the topic: how does mental illness affect my
school performance.
• Tell them to share their ideas in front of the whole class.
• Now Ask them to read Handout 15.3& discuss all the points in groups.
• Enlist the limitations of mental health given in the Handout and those you have experienced in your
own classes or schools.
• Write how you might cope with them or what measures you may take to resolve these limitations/
problems.
• Take responses from few of them and conclude the activity.

Assessment 5 minutes
Ask the following questions from the trainee teachers:
• What are the common factors that affect student mental health?
• How does a teacher come to know about mental health of his/ her learners?
• What precautionary measures may be taken by teachers to solve the mental health issues in
classroom?
Home Assignment: 5 minutes
Make a list of factors affecting mental health of your students that you have experienced in your classroom
and suggest possible solution for it.
Teaching Strategies/ Tips for the Trainee teachers
Tell the trainee teachers that in today’s session we used the following strategies:
• Group Activity
• Gallery Walk

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• Discussion
• Board Race
• Presentation
Reflection on the Session 5 minutes
Tell the trainee teachers to write their reflections while focusing on the following questions:
• What did you find interesting in the session? Why?
• What new idea did you learn in the session?
• How will you relate it with your own classroom?
References
• https://theconversation.com/five-things-schools-can-do-to-help-pupils- mental-health-
79376https://www.mentallyhealthyschools.org.uk/risks-and-protective-factors/
• http://canwetalk.ca/about-mental-illness/factors-affecting-mental-health/
• https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
• https:// en.wikipedia.org/wiki/Case_study_in_psychology

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HANDOUTS
Handout 15.1
Mental Hygiene Concept and importance in Education:
It is being realized by all progressive educators that the goals of mental health and education are similar.
The aim of education is an all-round development to human personality. It is to help every individual
become a well-adjusted being in his society. Mental health is also concerned with the harmonious
development of personality. Therefore, they complement each other.
Moreover, feelings and emotions are being recognized as key factors in growth and development including
learning in/out educational institutions. Feelings and emotions are the driving forces behind the ways
people behave. Behavior is complex and its causes are deep rooted personal and societal experiences.
Another evidence of this standpoint is the assumption that expression and release, through worthy
creative endeavor, is demanded by growing minds and bodies and that consideration must be given to
basic human needs in the development of curricula and the selection of subject- matter and experiences
for children. Working in education is exciting yet highly demanding, especially when learners are in the
picture.
Mental hygiene/ health in schools:
The statistics regarding youths’ mental health problems are staggering. Approximately twenty percent of
young people may be suffering from some form of mental disorder, which translates to one in five
students in the average classroom. These include: depression; schizophrenia; anorexia nervosa; bipolar
disorder; panic disorder; etc. As an educator these numbers illustrate the potential that these problems
seriously impact the day-to-day functioning of youth in the classroom. Mental disorders represent the
most common and disabling condition affecting young people and therefore have major implications for
students and for schools.
Mental disorders affect a student’s emotional well-being. If ignored, mental health problems can impede
social development, leaving young people feeling socially isolated, stigmatized and unhappy. In an attempt
to cope with or overcome the symptoms of these disorders, some young people acquire socially or
personally inappropriate behaviors, such as dropping out of school or becoming heavily involved in the
illicit use of drugs. Mental disorders may also impact the young person’s ability to make and retain a strong
and supportive peer network or appropriate relationships with adults.
Teachers represent a prominent and positive adult role model in the student’s life. It is part of their role to
be supportive and aware of student difficulties and direct them to the appropriate resources for help if
needed.

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Promotion of mental health in teachers and learners

Why Teachers’ Mental Health?
Unlike other professionals, as the teachers deal with living human being, they should keep extreme
mental health. Any sort of mental disorder of teacher may affect the mindset of a learner too. Moreover, if
he/she has not a very good mental health, he/she cannot deal the classes effectively and usefully.
The following steps can be taken by authority to ensure the mental health of teachers.
1. Arranging meditation/ yoga session.
2. Clarifying the roles and responsibilities.
3. Providing time for relaxation in between school hours.
4. Ensuring good relationship at school.
5. Providing reasonable support.
6. Reducing work load.
7. Avoiding public insulting.
8. Avoid staying up / late night.
9. Avoiding excessive watching of T.V and use of cell phone.
10. Sticking to own roles and responsibilities.
11. Keep good relationship with colleagues.
12. Finding time for small talk with family members.
13. Avoid tussles with colleagues.
Why students’ mental Health?
Learning is a task which occurs effectively only when the learner is equipped with interest, concentration, a
tension free mind, confidence, aspiration etc. Hence learner’s mental health is an inevitable factor in the
teaching learning process.
The following steps can be taken by authority for the promotion of mental health in learners.
1. Making inclusion in its real sense.
2. Reducing the content of the curriculum, so that to make it comfortable for the learners.
3. Creating very good rapport between the teacher and learner.
4. Providing proper time for refreshment.
5. Providing proper support when it is needed.
6. Avoiding public interest.
7. Offering proper clarification of doubts.
8. Providing time for proper recreation.
9. Accepting the concept of synergy when giving assignments and projects.

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10. Ensuring the learner is not indulging in excessive watching of T.V, using mobile or playing video
games.
11. Conducting field tours.
12. Making use of culturally responsive pedagogy.
13. Creating learner friendly atmosphere in school campus.

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Handout 15.2
Factors affecting mental health
Good mental health is more than just the absence of mental illness. It can be seen as a state of mental
health that allows one to flourish and fully enjoy life. Everyone experiences down times in life. The ability
to cope with negative experiences varies greatly from one person to another and, in large part, determines
whether people enjoy their lives.
Some of the factors that affect the mental health of children are as follows:
1. Self-esteem
• This is the value we place on ourselves, our positive self-image and sense of self-worth. People with
high self-esteem generally have a positive outlook and are satisfied with themselves most of the
time.
2. Feeling loved
• Children who feel loved, trusted and accepted by their parents and others are far more likely to
have good self-esteem. They are also more likely to feel comfortable, safe and secure, and are
better able to communicate and develop positive relationships in the school.
3. Confidence
• Children should be encouraged to discover their own unique qualities and have the confidence to
face challenges and take risks. Children s who are brought up to have confidence in themselves are
more likely to have a positive attitude, and to lead happy and productive lives.
4. Family breakup or loss
• Separation or divorce or the loss of a parent is extremely painful. Finding ways to cope and adjust
to the changes wrought by these events is critical for everyone, but particularly for children. How
grief is handled can affect children negatively for years to come. If children are having difficulty
coping, professional help is recommended.
5. Difficult behaviour
• When children are unhappy, they either internalize their unhappiness or act out. The latter usually
appears as bad or difficult behaviour, such as using abusive language, being aggressive or violent,
damaging property, stealing, lying, refusing to comply with requests or expectations at school or
home, or displaying other inappropriate actions. If such behaviour is serious and persistent, the
child might require help.
6. Physical ill health
• Diseases, injuries and other physical problems often contribute to poor mental health and
sometimes mental illness. Some physical causes (such as birth trauma, brain injury or drug abuse)

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can directly affect brain chemistry and contribute to mental illness. More commonly, poor physical
health can affect self-esteem and children’s ability to meet their goals, which leads to unhappiness
or even depression. In such cases, receiving the best possible treatment for both the physical
problem and the resulting psychological consequences is key to optimal recovery to good mental
health.
7. Abuse
• The mental health of abused children is at great risk. Abused children are more likely to
experience mental disorders or mental illness during childhood and into adulthood.
• Abuse may be physical, psychological or verbal. It may not always be evident or easily recognized.
Regardless of the form it takes, abuse cannot be tolerated. Children need to be protected from
abuse and helped to overcome its negative effects. Abuse can cause feelings of low self-esteem,
lack of self-confidence, depression, isolation and anger—all feelings that impair a child’s chance to
lead a happy life.
• Trust in others and feelings of being safe and cared for are key components to recovery from abuse.
Few children are able to recover on their own. Support is critical, and professional counselling is
sometimes required. If abuse is discovered early, the chances of a child returning to a healthy state
of mind and avoiding serious mental disorders are greatly enhanced.
8. Emotional disorders
• Emotional disorders commonly emerge during adolescence. In addition to depression or anxiety,
children with emotional disorders can also experience excessive irritability, frustration, or anger.
Symptoms can overlap across more than one emotional disorder with rapid and unexpected
changes in mood and emotional outbursts.
• Globally, depression is the ninth leading cause of illness and disability; anxiety is the eighth leading
cause. Emotional disorders can be profoundly disabling to an children’s functioning, affecting
schoolwork and attendance. Withdrawal or avoidance of family, peers or the community can
exacerbate isolation and loneliness. At its worse, depression can lead to suicide.
9. Childhood behavioral disorders
• Childhood behavioral disorders are the sixth leading cause of disease. Childhood behavioral
disorders represent repeated, severe and non-age-appropriate behaviors such as hyper-activity and
inattention (such as attention deficit hyperactivity disorder) or destructive or challenging behaviors
(for example, conduct disorder). Childhood behavioral disorders can affect adolescents’ education,
and are sometimes associated with contact with judicial systems.
10. Eating disorders

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• Eating disorders commonly emerge during adolescence and young adulthood. Most eating
disorders affect females more commonly than males. Eating disorders such as anorexia nervosa,
bulimia nervosa and binge eating disorder are characterized by harmful eating behaviors such as
restricting calories or binge eating. Anorexia and bulimia nervosa also include a preoccupation with
food, body shape or weight, and behaviors such as excessive exercise or vomiting to compensate
for calorie intake. People with anorexia nervosa have a low body weight and a heightened fear of
weight gain. People with binge eating disorder can experience feelings of distress, guilt or self-
disgust when binge eating. Eating disorders are detrimental to health and often co-exist with
depression, anxiety and/or substance misuse.
11. Psychosis
• Disorders which include symptoms of psychosis most commonly emerge in late adolescence or
early adulthood. Symptoms of psychosis can include hallucinations (such as hearing or seeing things
which are not there) or delusions (including fixed, non-accurate beliefs). Experiences of psychosis
can severely impair an adolescent’s ability to participate in daily life and education. In many
contexts, children with psychosis are highly stigmatized and at risk of human rights violations.
12. Suicide and self-harm
• Suicide is the third leading cause of death in the world. Suicide attempts can be impulsive or
associated with a feeling of hopelessness or loneliness. Risk factors for suicide are multifaceted,
including harmful use of alcohol, abuse in childhood, stigma against help-seeking, barriers to
accessing care, and access to means. Communication through digital media about suicidal behavior
is an emerging concern for children.
13. Bullying
• Bullying is usually targeted behavior that is repetitive and persistent. It can have long-lasting effects
on children’s mental health and academic performance.
14. Child abuse and neglect
• Child maltreatment is any action causing potentially significant harm to a child. Maltreatment can
be initiated by an adult or a child. It can involve physical, verbal, sexual or emotional abuse; neglect
or exploitation.
15. Family problems
• Demographic and societal changes over recent decades have led to much greater diversity and
complexity in family forms. Children today are more likely to experience parental separation, lone
parenting, stepfamilies, half-siblings and new family structures.
• Family violence

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Family or domestic violence or abuse can be physical, emotional, psychological or financial. It can include
any situation where child is forced to alter their behavior due to fear of their partner’s reaction.
16. Poor parental mental health
• Many parents who experience mental illness are excellent parents. With the right support, it’s
perfectly possible to manage mental health issues without it affecting parenting.
17. Poverty and unemployment
• Children living in poverty often lack material resources which can affect what they eat, their
participation in activities, the clothes they wear, family stress levels and optimism, where and how
they live, and their access to proper healthcare and high-quality education.

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Handout 15.3
How does mental illness affect my school performance?

Mental illnesses may interfere with your children ability to function at school, or they may have no effect
at all. If child mental illness is affecting his ability to do things such as concentrating or communicating
effectively, you’re probably aware of it. Then again, child may not have made the connection between his
disability and his problems functioning. Educational personnel only need to provide accommodations for
limitations that can be directly connected to his disability. You will need to document the types of
functional limitations caused by his disability to show his need for academic adjustments. Here’s a list of
some of the limitations you may be experiencing. If your learners have a psychiatric disability, you may
have trouble doing some of these things. Please remember that since that are many different types of
mental illnesses, this isn’t a complete list — and that not everyone experiences all, or even any, of these
limitations. Here’s how you might cope:
• Inability to screen out environmental stimuli. Stimuli such as sounds, sights, or smells, which distract
a child.
Example: It may be hard for a child to pay attention to a lecture while sitting near a loud fan or to focus
on studying in a high traffic area.
Possible strategies: Move away from the fan; or shut off the fan during the lecture; ask someone to
help you find a quiet study area.
• Inability to concentrate: A child may feel restless, have a short attention span, be easily distracted, or
have a hard time remembering verbal directions.
Example: children may have trouble focusing on one task for extended periods, reading and retaining
course material, or remembering instructions during an exam or a classroom exercise.
Possible strategies: Break large projects into smaller tasks; ask permission to take short, frequent
breaks to stretch or walk around; ask for a tutor to help you with study skills and information retention;
ask for assignments to be given one task at a time or in writing.
• Lack of stamina. A child may not have enough energy to spend a full day on campus, carry a full course
load, or take a long exam in one sitting. You may also find his medication makes him drowsy.
Possible strategies: Enroll as a part-time student; schedule his classes during his high-energy hours; ask
to take exams in sections.
• Difficulty handling time pressures and multiple tasks. A child may have trouble managing assignments,
setting priorities, or meeting deadlines.

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Example: He may not know how to decide which assignments to do first, or how to complete
assignments by the due date.
Possible strategies: Break larger assignments and projects down into manageable tasks; ask for a
course syllabus detailing class topics, assignments, and due dates for the entire semester.
• Difficulty interacting with others. It may be difficult for a child to talk to other students, get notes or
discuss assignments, participate in class, meet students outside of class, chat with other students at
class breaks, and make friends.
Possible strategies: Ask for help finding a mentor or “buddy” who can introduce him around and help
him fit in.
• Difficulty handling negative feedback. A child may have a hard time understanding and interpreting
criticism.
Example: A child may get defensive when someone tells him, his work isn’t up to standards. It’s hard
for him to figure out what to do to improve. He might want to withdraw from class or even drop out of
school because of a poor grade.
Possible strategies: Talk with him about his performance and suggest specific ways to improve; find out
whether he can make up for poor grades with alternative assignments; meet with him and his school’s
disability services counselor to facilitate feedback.
• Difficulty responding to change. Unexpected changes in a child coursework, such as new assignments,
due dates, or instructors, may be unusually stressful for him.
• Possible strategies: Talk to him, give him individual attention or give him extra time.

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Session 16: Educational Psychology Time: 120 Minutes

Unit 4
Mental Health and Classroom

Sub Topic
Factors affecting Mental Health of Students

Objectives of the Session

At the end of the session the trainee teachers will be able to:
• State different Intervention strategies for improving mental health.
• Describe the school climate that influences students’ mental health.
TEACHING AIDS
Writing Board/Flip chart, marker, Charts, Papers
Required Resources
• Handout 16.1: Factors affecting Mental Health of Students
• Handout 16.2: School Climate: School related factors that influence students’ performance
• Worksheet 16.1
• Worksheet 16.2
Introduction of the Session 5 minutes
• Share that today’s session is also about mental health and is an extension of the yesterday’s
session.
• They will discuss different Intervention strategies for improving mental health.
• The school climate that influences students’ mental health.
Instructions/Activities

Activity 1: 40 minutes
Step 1:
• Ask the trainee teachers to watch the video 16.1 given in their tabs and identify:
o What is the video about?
o What is the importance of this video for you as a teacher?
• Show them a video clip on stories about how to cope with mental health from youtube.
• Facilitate discussion regarding the video and explain that promoting mental health is one of the
important tasks in schools for promoting teaching learning process.
Step 2:
• Divide the trainee teachers into six groups.
• Assign them Handout 16.1 as following:
• Group 1 and 2 Part A
• Group 3 and 4 Part B (Points 1 – 4)
• Group 5 and 6 Part C (Points 5 – 8)
• Guide them to read and discuss the assigned task carefully and write a summary about:
o What is their learning from the reading task?
• Reshuffle the groups in such a way that each new group has at least one member from the previous
groups.
• Ask them to discuss the assign task as well as the video they watched in step 1 of the activity and

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prepare main points for presentation taking notes on a piece of papers.

• Invite few groups in front of the class turn wise to share their views.
• Conclude the activity by asking random questions about the topic i.e.
o Name some interventions strategies.
o Elaborate what does these strategies mean etc.

Activity 2: Divide the class into four groups 30 minutes

• Assign them one strategy from Handout 16.2

• Tell them to plan a lesson for micro teaching on the assigned intervention strategy, using Handout
16.2 (and the learning from video)
• Invite one or two trainee teachers for micro teaching.
• Give Worksheet 16.1 to two trainee teachers and ask them to observe the micro teaching and fill
out the worksheet accordingly.
• At the end tell the observers to share their observation sheet with the class.
• Generate discussion on the content of the text as well as the skills of the teachers.
• Conclude the activity by recapping significant ideas that came out of the discussion and
presentations.

Activity 3: 30 minutes
• Make pairs of the participants.
• Ask them to complete worksheet 16.2 (School Related factors that influence students, mental
health performance).
• Explain them that in the 1st column factors are given, they will fill 2nd and 3rd columns
• When they complete pair work ask them to match their worksheet with Handout 16.2 in tabs.
• Invite few of them to share their work with the class.
• Conclude the session by sharing that we have explored different intervention strategies for mental
health of the students throughout the session using different strategies / activities.
Assessment 10 minutes
To assess the understanding of trainee teachers, ask the following questions:
• How do you manage student mental health in school?
• What are the different intervention strategies for students’ mental health?
Home Assignment: 05 minutes
• Make a list of mental health issues you have experienced in your classroom and suggest solutions.

Teaching Strategies/ Tips for the Trainee teachers

• Group Activity
• Pair work
• Jigsaw
• Discussion
• Presentation.
• Micro teaching

References
• https://theconversation.com/five-things-schools-can-do-to-help-pupils-mental-health-79376
• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4850518/

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• African School Mental Health Curriculum

https://www.youtube.com/watch?v=DxIDKZHW3-E

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HANDOUTS
HANDOUTS 16.1
Factors effecting mental health of students

A. Different Intervention Strategies

As a first step, schools can consider implementing a universal intervention program that provides resources
and tools to proactively create a positive environment and also create an awareness about the importance
of mental health in schools. Here are some examples of universal intervention programs that schools can
easily implement.
1. Create a positive environment at school: Schools should observe areas in and around their campus
and assess if the school environment is pleasant and friendly. After the assessment, they should
make the necessary changes to keep the school comfortable and inviting for students.
2. Promote social and emotional learning: Guide students to develop critical skills for life. Help
children with recognizing and managing emotions, thinking about their feelings and controlling or
regulating behavior. The Search Institute’s Developmental Assets and Character Counts!
Program are great resources that schools can leverage.
3. Practice mindfulness and yoga: Children experience stress as they face diverse situational
challenges every day. Mindfulness, yoga, and relaxation can improve stress-coping abilities and
reduce anxiety among students, thereby ensuring a better mental health in schools.
4. Establish motivation initiatives for all students: Initiatives like the ‘student of the week’ and/or
‘student of the month’ and Buddy (mentoring) program can motivate students to try harder and
also help students develop competence.
5. Develop School‐wide Behavior & Social Skills: PBIS is a social skill development program that aims
to promote the emotional well-being of students. Project Achieve: Stop and Think Social Skills
Project for Schools is another evidence-based model prevention program that provides early
academic and behavioral interventions.
John P Salerno, a Research Training Coordinator at the University of Miami, reviewed several universal
intervention programs and concluded that universal intervention programs have shown good results as far
as awareness and prevention of mental health problems are concerned. However – apart from prevention
measures – schools also need to take proactive measures to identify and help students at risk.

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B. In such cases, selective and indicative interventions are critical.

1. Assess the Students’ Medical Records: Schools can use a detailed health and medical record to
filter high-risk students and students with a prior history of mental illness into a focused
intervention schedule.
2. Train Teachers: As students spend more time with teachers in their early age, training teachers in
identifying risky and abnormal behaviors in class can be very useful in early intervention for
children vulnerable to mental illness.
3. Increase Parent-Teacher Interaction: Including parents in the intervention process can be very
effective. It would lead to a better evaluation of students’ mental health.
4. Use Technology to Filter At-Risk Students: Schools should consider using technology to monitor
any suspicious or indicative activity online. For example, SysCloud‘s cloud-based monitoring
service allows schools to monitor students who are at risk of self-harm or violent behavior by
monitoring online content such as emails, documents, and chats.
5. Encourage Sports and Arts: In recent studies, it has been found that engaging in sports can have a
positive impact on improving mental health in schools. According to an article published
by BeBrainFit.com, arts in any form such as music, drama, painting, etc., can help in relieving
stress. Schools can encourage high-risk students to engage in sports and arts in order to channel
their energy, creativity, and concentration into something productive, which can increase their self-
esteem and, in turn, improve their mental health.
6. Individual Treatment Using Evidence‐Based Therapeutic Approaches: Identified students can be
given individual care and treatment using scientifically proven treatment methods.
7. Violence Reduction, Anger Management, & Peer Mediation: Such intervention programs can help
students cope with stressful situations in a positive manner and, in turn, reduce violence to a large
extent. Winning Against Violent Environments (WAVE) is a mediation program wherein students
learn and participate in conflict management techniques and become agents of change by taking
skills, such as effective decision-making, communication, and problem-solving into the classroom
and to the community.
8. Substance Abuse Prevention: Life Skills provides students with the skills and knowledge necessary
to help them avoid the misuse/abuse of opioids and prescription drugs. This is effective in reducing
the risks of alcohol, tobacco, drug abuse, and violence while supporting the social and emotional
development of the students.
Source:
https://theconversation.com/five-things-schools-can-do-to-help-pupils-mental-health-79376
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4850518/

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African School Mental Health Curriculum

Handout 16.2
School Climate: School-related factors that influence student’ performance.
Factor Examples Importance for mental health development

Safety at school Adherence to social rules, Poor safety increases the risk for
(social-emotional Control of availability of experiencing violence, violence against
and physical safety weapons and drugs in schools, fellow students (bullying/mobbing),
owing to standards Teaching and monitoring disciplinary measures taken against
and rules) behavioral rules and standards, students, absenteeism/truancy, and less
Managing conflict and success at school.
strengthening students’
problem solving skills
Connectedness to I am happy to be at this school! Low school connectedness increases the risk
school I think I am a part of this of depressive symptoms, anxiety, violence,
school! and bullying/mobbing whereas high school
I feel safe at this school! connectedness reduces that risk.
I feel attached to my fellow A close social bond with fellow students
students! further reduces the risk of developing
I get a fair treatment from my mental health problems. High school
teachers. connectedness supports students’ individual
successful learning.
Relationship/interac How strongly do you feel that There is a positive correlation between
tion your teacher takes care of fewer symptoms of depression among
between teacher you/worries about you? students and caring teachers. A conflicting
and student How often during this school relationship between teacher and student
year have you had increases the risk for abnormal behaviors
trouble/conflict with your and learning problems.
teacher? A teacher’s emotionally supportive,
committed, and responsible attitude
towards his/her student results in less
disruptive behavior and fewer internalizing

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disorders.

Learning Collaborative group work with a Great willingness to cooperate and achieve
environment at common aim. together improves the climate in the
school Feelings of belonging and classroom and yields greater learning
attachment is shaped by success.
mutual trust in the group of
students

Source:
https://theconversation.com/five-things-schools-can-do-to-help-pupils-mental-health-79376
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4850518/
African School Mental Health Curriculum

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Worksheet- 16.1
(Micro Teaching Feedback Proforma)

Focus Comments Yes NO

General

Understanding is checked

Activity is logically structured

All participants are engaged

The activity is motivating
A good rapport is established with
participants
Understanding Lesson Planning

There is a clear SLO

Activities are relevant to SLO
Activities are logically sequenced

Understanding Grouping
There is a variety of interaction patterns

Group/pair work is set up effectively

Teacher manage space effectively

Understanding differentiation
Materials are appropriate for participants
(level, interest,
needs, Learning preferences
The teaching is inclusive

Support is given where required

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Worksheet 16.2
Factor Affecting School performance Importance for mental health
development

Anxiety due to broken family.

Single parent mother is taking
care.

Panic Disorder: (afraid of

people in classroom, in
assembly)

Bipolar Disorder: (mood

disorder, mood switching)

Social Phobia (Believe that they

may be flawed or worthless)

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Session 17: Educational Psychology Time: 120 Minutes

Unit: 5
Intelligence and Individual Difference

Sub Topic
• Definition and Nature of Intelligence
Objectives of the Session
After the completion of this session, the trainee teachers will be able to:
• Define intelligence.
• Describe the nature of intelligence in their words.
• State and explain four theories of intelligence.
Teaching Aids
Markers, white/black writing board, charts, and duster.

Required Resources
• Handout 17.1: Definitions of intelligence
• Handout 17.2: Nature of intelligence
• Handout 17.3: Extra material for facilitator
• Worksheet 17.1: KWL Chart
• Handout 17.4: Theories of intelligence.
• Handout 17.5: 13 Most intelligent people in history
Introduction/Reflection of the Session 05 minutes
• After formally greeting the trainee teachers, invite any 2-3 trainee teachers to present their
reflections (one-by-one) on the activities and teaching strategies practiced in the previous day’s
session.
• Tell the trainee teachers that today we are learning about Intelligence and theories of intelligence,
so let’s begin with a short story.
Instructions/Activities

Activity 1: 20 minutes
• Tell the trainee teachers to read Handout 17.1.
• After having read the story ‘identify the Stranger,’ ask trainee teachers to try and guess who the
‘stranger’ in the story was.
• Give them time to find clues: (think critically for problem solving).
• In case the trainee teachers have difficulty, assist them with looking for clues such as:
He was quickly accepted and since then he would keep us spellbound for hours till the end
with adventures, mysteries, and comedies. If I wanted to know anything about politics, history or
science, he always knew the answers about the past, understood the present and even seemed
able to predict the future!, / always discussing politics and spreading negative sentiments/, you
would still find him, sitting over in his corner, waiting for someone to listen to him talk and watch
him draw his pictures.

• Give the trainee teachers five minutes to discuss in groups and then ask them to share their
responses:

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• Lead them to figure out that the Stranger in the story is TV/Computer/Internet, etc.
• Ask them how the activity relates to intelligence.
• What processes did they go through to figure out the answer?
• Ask them to identify aspects of intelligence in the story.
Possible responses the intelligence is:
▪ Having strong knowledge, using common sense, looking for answers in the question,
thinking on feet, learning ability, adaptability to new environment, reasoning ability,
problem solving ability, and independent thinking.
▪ It is the ability of a person to learn new ideas and cope with different situations
▪ It enables a person to apply his reasoning and problem- solving ability to a particular
situation.
• Conclude the activity by giving your feedback.

Activity 2: 20 minutes
Now, to understand the definitions of Intelligence:
• Divide the class into 6 groups.
• Ask them to read Handout 17.2
• Assign one definition to each group.
• Tell them that they have 5 minutes to read and discuss within groups
• Tell them to share their understanding with the class verbally.
• Now tell them to think for a minute and discuss the story in the light of theses definitions.
• Summarize the activity by writing the following definition of intelligence on the writing board:
“It can be rightly said that intelligence is the ability to adjust, to think, to understand, to reason and
to act in the best possible manner.”
Activity 3: 25 minutes
• Ask the trainee teachers to open Handout 17.3 and 17.4 to read the material for 5 minutes
• Ask 2, 3 volunteers to share their understanding about Handout 17.3 and 17.4.
• Write the following sentences on the writing board and ask the trainee teachers to comment

I am intelligent because: _____________________________

The type of intelligence I possess: ______________________
• Trainee teachers need to reflect on their intelligence nature and share.
• Encourage the whole class discussion about the given responses.
• Summarize the activity by sharing with the trainee teachers:
“Intelligence is an inborn ability of an individual, the distribution of intelligence is not equal among
all human beings. There is wide individual difference that exists among individuals with regard to
intelligence and their abilities. A person who excels in one ability may not be so good in the other.”
Activity 4: 40 minutes
• Write the topic, “Theories of Intelligence” on the writing board
• Encourage the trainee teachers to think about the topic
• Ask the trainee teachers to open worksheet 17.1 and fill up the first and second column of the KWL
chart.
• Divide the trainee teachers into 4 groups
• Ask the trainee teachers to read Handout 17.5.
• Assign 1 theory to each group.
• Encourage the trainee teachers to make presentations upon the theories of intelligence taking key

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points from Handout 17.5

• Ask one of the group members to explain the theory assigned to them by using examples of their
own students.
• Ask the trainee teachers to revisit Worksheet 17.1 and fill the last column of the KWL chart
• Ask two or three of them to present their KWL chart in front of the class.
• Wind up the activity by summarizing the main point of each theory and explain why teachers need
to know about the theories of intelligence.

Assessment 05 minutes
Tell the trainee teachers to take two minutes and think about the following questions
• State a simple definition of intelligence?
• How do you decide whether a person is intelligent or not?
• Why is it important for teachers to know about various theories of intelligence?
Give feedback on their responses if needed.

Home Assignment: 05 minutes

Choose two-or three students of their class who possess different intelligences.
• Write down how they came to know about their specific intelligences and how do they deal with
them during the teaching-learning process.

Teaching Strategies/ Tips for the Trainee teachers

Tell the trainee teachers that in today’s session we have used the following strategies:
• Brainstorming
• KWL
• Group activity
• Interactive teaching
• Matching activity
• Group Discussion

References/ Additional Learning Material

• S. Legg and M. Hutter. (2006) www.idsia.ch/∼shane/intelligence.html. A collection of definitions of
intelligence,
• R. J. Herrnstein and C. Murray. (1996) the Bell Curve: Intelligence and Class Structure in American
Life. Free Press,
• R. L. Gregory. (1998) The Oxford Companion to the Mind. Oxford University Press, Oxford, UK,

• http://www.brainmetrix.com/intelligence-definition/
• https://www.collinsdictionary.com/dictionary/english/intelligence
• https://www.britannica.com/science/human-intelligence-psychology
• https://www.verywellmind.com/theories-of-intelligence-2795035
• https://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
• https://financesonline.com/13-most-intelligent-people-in-the-history-of-the-world/

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HANDOUTS
Handout- 17.1
Identify the Stranger

A few years after I was born, my dad met a stranger who was new to our small town. From the beginning,
Dad was fascinated with this enchanting newcomer and soon invited him to live with our family. The
stranger was quickly accepted and was around from then on.
As I grew up, I never questioned his place in my family. In my young mind, he had a special place. My
parents were complementary instructors: Mum taught me good from evil, and Dad taught me to obey. But
the stranger ... he was our storyteller. He would keep us captivated for hours on end with adventures,
mysteries, and comedies. If I wanted to know anything about politics, history or science, he always knew
the answers about the past, understood the present and even seemed able to predict the future!
He took my family to the football and cricket games. He made me laugh, and he made me cry. The stranger
never stopped talking, but Dad didn't seem to mind. Sometimes, Mum would get up quietly while the
rest of us were shushing each other to listen to what he had to say, and she would go to the kitchen for
peace and quiet. (I wonder now if she ever prayed for the stranger to leave).
Dad ruled our household with certain moral convictions, but the stranger never felt obligated to honour
them. From promoting items that were not good for our health to encouraging us to use packaged and
processed food, the Stranger was always making sure money was spent on harmful and unnecessary items.
Not only this, the stranger encouraged us to listen to discussion on politics, which my dad did not permit.
The Stranger continued to spread negative sentiments, use comments that were at times
blatant, sometimes suggestive, and generally embarrassing. He would urge us to take sides and always
criticize.
I now know that my early concepts about relationships were influenced strongly by the stranger. Time
after time, he opposed the values of my parents, yet he was seldom rebuked ... And NEVER asked to leave.
More than fifty years have passed since the stranger moved in with our family. He has blended right in and
is not nearly as fascinating as he was at first. If you could walk into my parents' den today, you would still
find him sitting over in his corner, waiting for someone to listen to him talk and watch him draw his
pictures.
Can you guess its name?

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Handout 17.2
Definition of Intelligence
There seem to be almost as many definitions of intelligence as there were experts asked to define it
(Sternberg, 1996)
Defined By: Definition Significant Idea
Merriam-Webster The ability to understand and Intelligence is the ability of a person to
Dictionary learn and be able to deal with learn new ideas, skills and cope with new
new situations. and different situation

All Words Dictionary, “The ability to use memory, It is the ability of a person to use his/her
2006 knowledge, past experience, previous knowledge and past experiences
understanding, reasoning, apply reasoning and judgment to look for
imagination and judgment in solutions related to a particular situation
order to solve problem and
adapt to new situations.”
Random House “Capacity for learning, The inherent ability of a person to learn new
Unabridged Dictionary, reasoning, understanding, and ideas and skills and analyze a certain
2006 similar forms of mental activity; situation in the light of those new ideas.
aptitude in grasping truths, The particular inherent talent and ability of a
relationships, facts, etc.” person to grasp ideas and understand
relationships.
Word Central Student The ability to learn and The ability of a person to pinpoint,
Dictionary, 2006 understand or to deal with understand and get solution to a problem
problems.”
The capacity to judge well, to the ability of adapting one's self to
Alfred Binet reason well and to comprehend circumstances through judgment and better
well. comprehension
Charles Spearman It is the existence of a broad The cognitive abilities of a person defines his
mental capacity that influences level of intelligence
performance on cognitive ability
measures

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Handout 17.3
Nature of Intelligence
According to Encyclopedia Britannica (2019); adaptation to the environment is the key to understanding
both what intelligence is and what it does. e.g. a student learns study material in order to perform well in
course and a doctor learns about the decease of the patient getting his history
The main emphasis in a definition of intelligence in psychology is upon the ability of a person about
perception, learning, memory, reasoning, and problem solving e.g. the physician who learns about a new
disease adapts by perceiving material on the disease in medical literature, learning what the material
contains, remembering the crucial aspects that are needed to treat the patient, and then utilizing reason to
solve the problem of applying the information to the needs of the patient. Intelligence, in total, has come
to be regarded not as a single ability but as an effective drawing together of many abilities.
The nature of intelligence can be explained as the ability:
• for adjustment to environment,
• to perceive relationship between various objects and methods,
• to solve problems,
• to think independently,
• to learn maximum in minimum period of time,
• to benefit from one’s own experience and the experience of others.

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HANDOUT 17.4
Intelligence
• The ability for adjustment to environment: Adjustment refers to the behavioral process of
balancing conflicting needs, or needs challenged by obstacles in the environment. Humans and
animals regularly adjust to their environment. For example, when they are stimulated by their
physiological state to seek food, they eat (if possible) to reduce their hunger and thus adjust to the
hunger stimulus. The person who adjust amicably to his/her environment is considered intelligent.
• The ability to solve problems: Many of our daily activities involve problem solving of some sort. For
example, we decide what to wear in the morning, which route to take to get to our office, which
job-related duties to perform in which sequence once we arrive at our office, what to have for
lunch, and so on. Of course, not all problem solving is alike. There are problems that can be solved
with a few mental steps, and there are problems that require extensive thinking. There are
problems that we have never encountered before, and there are problems we are familiar with.
There are problems that have very clear goals, and there are problems where the goals are far from
clear. Problems, then, can be distinguished on any number of meaningful dimensions, and the
solution processes, the mental steps we engage in when solving a problem, may differ widely for
different types of problems.
• Ability to think independently: Intellectually active minds open doors to opportunities. Whether
your thinking is on a logical or creative wavelength being an independent thinker, it will enable you
to improve performance, productivity, efficiency and to reach a greater level of self-awareness.
Independent thinking is a tool that can be used to enhance personal expression and creative ability
and is a valuable additional skill to acquire. Being able to think independently opens up a wealth of
potential knowledge. It enables you to become more discerning about the things you hear, see and
believe and helps you question values and assumptions. Independent thinking also hones your
personal skills on many other levels, including the building of confidence in your ability to stand up
for your beliefs.

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Handout 17.5
Theories of Intelligence
Four theories of intelligence are discussed below:

i. Charles Spearman; the Theory of General Intelligence

British psychologist Charles Spearman (1863–1945) described a concept he referred to as general

intelligence or the g factor. Intelligence is a single general factor, a broad mental ability that affects the
performance in all mental tasks.
People who performed well on one cognitive test tended to perform well on other tests, while those
who scored badly on one test tended to score badly on others.

ii. Louis L. Thurstone; The Theory Of Primary Mental Abilities

Psychologist Louis L.Thurstone (1887–1955) offered a differing theory of intelligence. Instead of viewing
intelligence as a single, general ability, Thurstone's theory focused on seven different primary mental
abilities. The abilities that he described include:

Verbal
comprehension

Spatial
Reasoning
visualization

Associative Perceptual
memory speed

Numerical
Word fluency
ability

• Verbal comprehension. This factor involves a person’s ability to understand verbal material. It is
measured by tests such as vocabulary and reading comprehension.

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• Verbal fluency. This ability is involved in rapidly producing words, sentences, and other verbal material.
It is measured by tests such as one that requires the examinee to produce as many words as possible
beginning with a particular letter in a short amount of time.

• Number. This ability is involved in rapid arithmetic computation and in solving simple arithmetic word
problems.

• Perceptual speed. This ability is involved in proofreading and in rapid recognition of letters and
numbers. It is measured by tests such as those requiring the crossing out of As in a long string of letters
or in tests requiring recognition of which of several pictures at the right is identical to the picture at the
left.

• Inductive reasoning. This ability requires generalization—reasoning from the specific to the general. It
is measured by tests, such as letter series, number series, and word classifications, in which the
examinee must indicate which of several words does not belong with the others.

• Spatial visualization. This ability is involved in visualizing shapes, rotations of objects, and how pieces
of a puzzle fit together. An example of a test would be the presentation of a geometric form followed
by several other geometric forms. Each of the forms that follows the first is either the same rotated by
some rigid transformation or the mirror image of the first form in rotation. The examinee has to
indicate which of the forms at the right is a rotated version of the form (at the left), rather than a
mirror image.

iii. Howard Gardner; The Theory Of Multiple Intelligence:

According to Howard Gardener, (1983, 1999) Intelligence comes in multiple forms. He has divided
intelligence into seven specific groups:
Musical-rhythmic and harmonic
This area has to do with People with a high musical intelligence have high sensitivity to sounds,
rhythms, tones, and music are able to sing, play musical instruments, and compose music.

Visual-spatial
The people with spatial intelligence have the ability to visualize with the mind’s eye. Spatial ability is one of
the three factors beneath g in the hierarchical model of intelligence.

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Verbal-linguistic
People with high verbal-linguistic intelligence display a facility with words and languages. They are typically
good at reading, writing, telling stories and memorizing words along with dates. Verbal ability is one of the
most g-loaded abilities.

Logical-mathematical
This area has to do with, abstractions, reasoning, numbers and critical thinking. This also has to do with
having the capacity to understand the underlying principles of some kind of causal system.

Bodily-kinesthetic
The core elements of the bodily-kinesthetic intelligence are control of one’s bodily motions and the
capacity to handle objects skillfully. Gardner elaborates to say that this also includes a sense of timing, a
clear sense of the goal of a physical action, along with the ability to train responses.
People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as
sports, dance, acting, and making things.

Interpersonal
In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to
others’ moods, feelings, temperaments, motivations, and their ability to cooperate in order to work as part
of a group. Those with high interpersonal intelligence communicate effectively and empathize easily with
others, and may be either leaders or followers. They often enjoy discussion and debate.”

Intrapersonal
This area has to do with introspective and self-reflective capacities. This refers to having a deep
understanding of the self; what one’s strengths or weaknesses are, what makes one unique, being able to
predict one’s own reactions or emotions.

iv. Robert Sternberg; The Triarchic Theory Of Intelligence

According the Robert Sternberg, (1985, 1999, 2003) intelligence can be divided into three specific
types.
• Analytical Intelligence: This form of intelligence is more in terms with the traditional definitions of IQ and
academic achievement. It’s also called componential intelligence. Because of its analytical nature, the person
with high analytical intelligence is good at problem solving. These people are generally more able to see the

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solutions not normally seen, because of their abstract thinking and evaluation skills. Intelligence that is
assessed by intelligence tests.
• Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas.
Creativity in this realm can include finding a novel solution to an unexpected problem or producing
a beautiful work of art or a well-developed short story. Imagine for a moment that you are camping
in the woods with some friends and realize that you’ve forgotten your camp coffee pot. The person
in your group who figures out a way to successfully brew coffee for everyone would be credited as
having higher creative intelligence
• Practical Intelligence: Intelligence that is required for everyday tasks Sternberg says that analytical
intelligence is demonstrated by an ability to analyze, evaluate, judge, compare, and contrast. When
reading a classic novel for literature class, for example, it is usually necessary to compare the
motives of the main characters of the book or analyze the historical context of the story. Being
practical means you find solutions that work in your everyday life by applying knowledge based on
your experiences.

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Worksheet 17.1
Name: Date:

KWL Chart
Select a topic you want to research in the first column, write what you already know
about the topic in the second column, and write what you want to know about the topic.
After you have completed your research, write what you learned in the third column.
What I know What I Want to Know What I Learned

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Session 18: Educational Psychology Time: 120 Minutes

Unit 5
Intelligence and Individual Differences

Sub Topic
• Role of Heredity and Environment
Objectives of the Session
At the end of this session the trainee teachers will be able to:
• Describe the role and importance of heredity in intelligence.
• Explain various heredity factors affecting intelligence.
• Describe the role and importance of environment in intelligence.
• Explain various environmental factors that affect intelligence.
• Compare and contrast the role of heredity and environment in intelligence.
Teaching Aids
Markers, writing board, charts and duster.

Required Resources
• Handout 18.1: Heredity and its effects upon Intelligence
• Handout 18.2: Environment and its effects upon Intelligence
• Handout 18.3: Which is more effective in determining intelligence; nature or nurture?
Introduction/Reflection of the Session 05 minutes
• After formally greeting the trainee teachers, invite any 2-3 trainee teachers to present their
reflections (one-by-one) on the activities and teaching strategies practiced in the previous day’s
session.
• As the teachers you know intelligence, its theories and understand the factors that affects learning.
Instructions/Activities

Activity 1: 25 minutes

• Initiate discussion by floating question, what do you understand by heredity?

• Collect random responses and narrow down the discussion towards one single definition
o After discussion, write down the following definition on writing board.
o Heredity is the passing on of traits from parents to their offspring
• Ask the trainee teachers to read Handout 18.1.
• Ask the following questions like:
o How does heredity affect intelligence?
o Do you know any family in which parents and children are equally intelligent?
o Do you think sons/daughters of doctors/engineers/teachers inherit high intelligence from their
parents?
• Encourage the trainee teachers to give examples from their own experiences.
• Conclude the activity by sharing with them the following information:
• Heredity refers to all of the genes and hereditary factors that influence who we are from our
physical appearance to our personality characteristics. Heredity plays important role in identifying
ability. Studies show that adopted children somewhat resemble their biological parents in

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intelligence.

Activity 3: 20 minutes

• Divide the class into two groups and label them Group A and Group B
• Write the word “environment” on the writing board.
• Ask members of Group A to look around the classroom and list the objects within the classroom
that facilitate the learning process.
• Ask members of group B to note the objects/ elements that impede learning process.
• Draw two columns on the writing board and write ‘Elements that facilitate learning’ and ‘impeding
elements.’
• Encourage the trainee teachers from group A to give one-word responses about conducive
elements.
• Encourage the trainee teachers from group B to give one word responses about Impeding
elements.
• Write down their responses in both columns in clear and readable handwriting on the writing
board.
• Tell the trainee teachers about the importance of conducive environment for every activity.
• Sum up the activity by saying, ‘the teacher should make sure that the students are provided with
such an environment within the classroom that helps to bring out the best in them. On the other
hand, unfavorable conditions impede the learning abilities and eventually the intelligence of the
students.

Activity 4: 20 minutes

• Ask them to read Handout 18.2 in their tabs.

• Divide the trainee teachers into 4 groups and assign one environmental factor to each of them.
• Ask one member from each group to stand up and explain the factor assigned to them.
• Divide the writing board into 4 columns and ask one trainee teacher to write the responses of the
group leader on the board.
• Summarize the activity by giving the following input:
o Intelligence is strongly influenced by the environment. Factors related to a child’s home
environment and parenting, education and availability of learning resources, and nutrition,
among others, all contribute to intelligence?

Activity 5: 20 minutes
• Divide the trainee teachers into four groups and name them 1, 2, 3, 4.
• Assign Heredity to group (1 and 3) and Environment to group (2 and 4)
• Give them 10 minutes to think and tell them to find as many examples from their daily life as
possible about the effects of the assigned topics upon intelligence.
• Jot down examples on their writing pads.
• Tell them to prepare a chart on the given topic.
• Let them present their understanding with the class one by one.
• Wind up the activity by relating it to intelligence by sharing with them:
“A person’s environment and genes influence each other, and it can be challenging to tear apart the
effects of the environment from those of genetics. For example, it will be difficult to bifurcate the
performance of a child into heredity and environmental factors quantitatively. It is usually due to
the combined effect of both. Hence, it is clear that both environmental and genetic factors are
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pivotal in determining intelligence.

Activity 6: 20 minutes

• Divide the trainee teachers in to three groups.

• Ask them to read Handout 18.3 in their groups and prepare for a debate on the topic, ‘Firstborn
children are more privileged.’
• Assign one group to speak in favour of the topic, the other to speak against the topic and the third
group to keep a track of the arguments and assign points for every strong point.
• Give them 5 minutes to prepare their points.
• Ask the third group to keep time and note down arguments for relevance, credibility, convincing
power and persuasive tactics.
• Each group gets 3 minutes to speak, they can use material from Handouts they have read.
• Ask one member from the third group to give a critique on both the groups and their arguments.
• Declare the winner on the basis of the strength of convincing power, persuasive power and using
factual claims.
• Conclude the activity by summarizing the concept of ‘Heredity and Intelligence’ and appreciate the
trainee teachers for their participation.

Additional Learning Material

 Floyd RG, Clark MH, Shadish WR (2008) The exchangeability of INTELLIGENCEs: Implications for
professional psychology. Professional Psychology: Research and Practice 39(4): 414-423.
 Weinberg RA (1989) Intelligence and INTELLIGENCE: Landmark issues and great debates. American
Psychologist 44(2): 98-104.
 Shurkin JN (1992) Terman's Kids: The Groundbreaking Study of How the Gifted Grow Up. In: Shurkin
Joel N(Ed), Terman's Kids: The Groundbreaking Study of How the Gifted Grow Up. Little Brown,
USA, pp. 317.
 file:///C:/Users/Prime%20Com/Downloads/Documents/The%20Relationship%20Between%20Paren
ting%20Style%20and%20the%20Level%20of%20Emotion.pdf
Assessment 5 minutes
Ask the following questions from the trainee teachers:
• Point out a few elements within the class room that facilitate intelligence?
• Do you think the absence of these elements can affect learning? How?
Home Assignment: 5 minutes
• Write a paragraph about how the understanding of effects of heredity and environment upon
intelligence can help you in better understanding the students.
Teaching Strategies/ Tips for the Trainee teachers
Tell the trainee teachers that in today’s session we have used the following strategies:
• Group activity
• Discussion
• Brainstorming
• Reflective writing technique
• Presentation
• Debate
References

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 Bouchard TJ (2103) The Wilson Effect: the increase in heritability of Intelligence with age. Twin Res
Hum Genet 16(5): 923-930.
 Berger SL, Kouzarides T, Shiekhattar R, Shilatifard A (2009) An operational definition of epigenetics.
Genes Dev 23(7): 781-783.
 Kovas Y, Haworth CM, Dale PS, Plomin R (2007) The genetic and environmental origins of learning
abilities and disabilities in the early school. MonogrSoc Res Child Dev 72(3): 1-144.
 Kramer & others, (2008). Breastfeeding and Child Cognitive Development. New Evidence From a
Large Randomized Trial: https://jamanetwork.com/ on 10/23/2019
 Mukherjee. P. (2017). Impact of heredity and environment on INTELLIGENCE: An investigation.
International Journal of Multidisciplinary Research and Development Online ISSN: 2349-4182, Print
ISSN: 2349-5979, Impact Factor: RJIF 5.72 www.allsubjectjournal.com Volume 4; Issue 6; June 2017;
Page No. 411-414
 Robert Plomin and Frank M. Spinat (2004). Intelligence: Genetics, Genes, and Genomics. Journal of
Personality and Social Psychology. 2004, Vol. 86, No. 1, 112–12

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HANDOUTS
Handout 18.1
Heredity and its effects upon Intelligence
Heredity is defined as the characteristics we get genetically from our parents.
Heredity is the process of transmission of characteristics from one generation to another. Genes are the
suppliers of specific traits.
Heredity is a process of transmission, by genes, of specific traits from ancestor (parents) to descendant
(infants).
How does Heredity affect intelligence?
Heredity plays an important role in identifying ability. It gains ground from the fact that some families
produce eminent persons, generation after generation. Family studies show that intelligence tends to run
in families.
Studies show a higher correlation between identical (Monozygotic) twins in intelligence than between
fraternal (Dizygotic) twins. This holds true even when identical twins reared apart are compared to
fraternal twins reared together.
Adoption studies show that adopted children somewhat resemble their biological parents in intelligence.
Researchers have conducted many studies to look for genes that influence intelligence. Many of these
studies have focused on similarities and differences in intelligence within families, particularly looking at
adopted children and twins. These studies suggest that genetic factors underlie about 50 percent of the
difference in intelligence among individuals. These studies have not conclusively identified any genes that
have major roles in differences in intelligence. It is likely that a large number of genes are involved, each of
which makes only a small contribution to a person’s intelligence.
Evidence of genetic influences on intelligence:
• Twin studies suggest that identical twins’ intelligences are more similar than those of fraternal
twins (Plomin &Spinath, 2004).
• Siblings reared together in the same home have intelligences that are more similar than those of
adopted children raised together in the same environment (Mcgue & others, 1993).
In addition to inherited characteristics, other biological factors such as maternal age, prenatal exposure to
harmful substances and prenatal malnutrition may also influence intelligence.

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Handout 18.2
What is environment?
Environment is everything that is around us. It includes physical, chemical and other natural forces with
which they constantly interact and adapt themselves to conditions in their environment.
Environmental factors:
Intelligence is also strongly influenced by the environment. Factors related to a child’s home environment
and parenting, education and availability of learning resources, and nutrition, among others, all contribute
to intelligence.
1. Education of parents and home environment: A conducive and supplementing home environment
allows the child to develop his potential and perform better. Most parents who are highly educated
stress upon provision of elements that are conducive to learning. Uneducated parents, however,
don’t give much importance to learning and thus the children are not provided much desired
learning friendly environment. The provision of helping materials and environment like internet,
computers, books, tuitions, provide the child with opportunities that improve his intellect.
2. Parenting styles:
There are three most common parenting styles or techniques: Authoritative, Permissive, and
Authoritarian.
The authoritative parenting style places limits and controls on children’s behaviors; however, it
allows for them to engage in extensive communication with their parents (Williams, 2013).
Conversely, the permissive parenting style enforces very few rules or boundaries, allowing children
to dictate their own life affairs, make their own choices, and out rightly refuse compliance with the
choices of others, without regard for consequences (Baumrind, 1971; Akinsola, 2010).
The authoritarian parenting style, also differing from that of the other styles, is characterized by the
adoption of unusually high expectations of conformity and compliance with rules for children
(Olowodunoye & Titus, 2011).
Thus the children reared in different home environments differ in intelligence levels
3. Health and nutrition: Prenatal and early nutrition are linked to brain structure, behavior and
intelligence. There is evidence that providing a high nutrient diet to very premature babies,
particularly males, can help to reduce the loss of brain size and intelligence often experienced by
these babies. Zinc, iron, folic acid, iodine, b12 and protein deficiency can also result in low
intelligence
4. Learning environment: However, the learning environment is an expression that is a lot broader
than these components. The term comprises of

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• Learners’ characteristics;
• Learning and teaching goals;
• Activities that support learning
• Assessment strategies that drive and measure learning;
• A culture that directly infuses a learning environment.
Typically, social, physical, psychological or cultural factors involved in a learning environment deeply
affect the learners’ learning capabilities. If the learning atmosphere is not conducive to gaining new
knowledge or skills, it will be hard for learners to remain engrossed or interested.

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Handout 18.3
Which is more effective in determining intelligence; nature or nurture?
Researchers often study twins who’ve been separated at birth to understand the roles of nature and
nurture in human intelligence. They theorize that if intelligence is purely biological, identical twins
separated at birth should still have equal intelligences. But that’s not always the case, they find. Genetic
effects because bright children to seek out more stimulating environments that further increase
intelligence.
So what are some of the environmental influences that can account for variances in intelligence? Factors
such as family, education, enriched social environments, and peer groups have all been linked to
differences in intelligence. For example, studies have found that first-born children tend to have higher
intelligences than later-born siblings.
Environment is able to modify genetically determined cognitive abilities, and an enriched environment can
improve the performance. However, the role played by genetics and environment does not remain the
same during the entire lifetime. The increase in heritability of intelligence with age is presumably due to
genes that somehow predispose people to gain intelligence via certain environmental factors. People with
high intelligence genotypes pick stimulating environments and end up with high intelligence. When we’re
kids the brain is still growing and developing so there’s the chance for environment (mental stimulation,
nutrition) to affect its development, but by the time we’re adults the brain has peaked, so environment
can no longer affect it very much.
One important thing to note about the genetics of intelligence is that it is not controlled by a single
"intelligence gene" instead; it is the result of complex interactions between many genes. Next, it is
important to note that genetics and the environment interact to determine exactly how inherited genes
are expressed.
For example, if a person has tall parents, it is likely that the individual will also grow to be tall. However,
the exact height the person reaches can be influenced by environmental factors such as nutrition and
disease.
A child may be born with intelligent genes, but if that child grows up in a deprived environment where he is
malnourished and lacks access to educational opportunities, he may not score well on measures of
intelligence.
Why? Many experts believe that this is because first-born children receive more attention from parents.
Research also suggests that parents expect older children to perform better on a variety of tasks, whereas
later-born siblings face lesser task-focused expectations.
Programs aiming to increase intelligence would be most likely to produce long-term intelligence gains if
they caused children to persist in seeking out cognitively demanding experiences. Recent studies have
shown that training in using one’s working memory may increase intelligence.

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Session 19: Educational Psychology Time: 120 Minutes

Unit 5
Intelligence and Individual Differences

Sub Topic
• Importance of Individual Differences
• Different Kinds of Children
o Gifted Children
o Slow Learners
o Emotionally Disturbed Children
o Socially Handicapped Children
Objectives of the Session
After the completion of this session, the trainee teachers will be able to:
• Describe and explain the term, ‘Individual differences’.
• Explain the types of individual differences.
• Recognize teacher’s role in dealing with a mixed ability class
• Compare and contrast practices in light of a video shown on a gifted child
• Differentiate between gifted, slow-learner, emotionally disturbed and socially handicapped
children.
• State and explain the causes of individual differences.
• Explain the importance of the knowledge about individual differences within the classroom.
Teaching Aids
Markers, writing board, charts and duster.
Required Resources
• Worksheet 19.1: Teacher’s role
• Worksheet 19.2 Example of a Gifted Child in class
• Worksheet 19.3 How are you different from me
• Worksheet 19.4: Case studies
• Handout 19.1: What are individual differences?
• Handout 19.2: Types of individual differences
• Handout 19.3: Causes of individual differences
• Handout 19.4:The significance of individual differences in education.
• Handout 19.5: Some practical procedures for adapting schoolwork to individual differences
Introduction/Reflection of the Session 05 minutes
• After formally greeting the trainee teachers, invite any 2-3 trainee teachers to present their
reflections (one-by-one) on the activities and teaching strategies practiced in the previous day’s
session.
• Tell them today we will focus on individual differences.
Instructions/Activities

Activity 1: 25 minutes
• Ask the trainee teachers, what are the main points that make a person different from the other?
Expected answers: height, weight, intelligence, color, age, race, learning abilities, education,
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talents, etc.
• Write their answers on the writing board.
• Show them a clip on the movie ‘Wonder’:
• https://www.youtube.com/watch?v=zJMCctR8ivc two things about yourself).
• Ask them to fill out the Worksheet 19.1 individually and then ask them to share answers with their
partner.
• Consolidate by focusing on Teacher’s role being positive, engaging, using body language effectively,
ensuring the lesson does not get derailed, be firm and assertive.
• Show them the second movie clip from the movie ‘Gifted’:
https://www.youtube.com/watch?v=vZ6pqIsAH9A
• Ask them to fill out Worksheet 19.2
• Tell them to discuss their responses in groups
• Ask few to share their responses.
• Discuss how teachers need to cater to individual needs/differences
• Conclude this activity by focusing on the importance of teacher’s role and individual needs

Activity 2: 20 minutes

• Divide the trainee teachers into pairs.

• Ask the trainee teachers to open worksheet 19.3 in their tabs and complete it.
• Give them five minutes to discuss and fill it out.
• Ask them to note the similarities and differences in each other.
• Encourage 2-3 of the pairs to come forward and present each other’s similarities and differences
• Tell the trainee teachers that these differences among individuals are called individual differences.
• Ask the trainee teachers to read Handout 19.1 for further clarity of the concept
• Sum up the activity by delivering a few sentences about individual differences
‘Individual differences in students are personal differences specific to each student. Individual
differences include variables such as physical characteristics (height, weight), intelligence, interest,
perception, gender, ability, learning styles and personality traits’.

Activity 3: 20 minutes
• Divide the class into four groups.
• Ask the trainee teachers to readHandout 19.2.
• Assign one type to each group.
• Give them 5-7 minutes to read and discuss with the group members.
• Let them prepare and deliver a mini lecture upon the topic by Highlighting the types of children:
i) Gifted Children
ii) Slow Learners
iii) Emotionally Disturbed Children
iv) Socially Handicapped Children
• Sum up the activity by sharing with them the following ideas:
o There is no justification for labeling a child with a specific tag. We should only do it to
ensure that the level of service and support to be provided to that child
o ‘Learning difficulties is a general term used to describe a difficulty with learning a subject,
but it is not severe enough to be considered a disorder. Those with learning difficulties
across all subjects are considered slow learners. They do poorly in schools but are not
eligible for special education. The severe ones may exhibit symptoms of delayed mental
development.’

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o Beyond the gender and physical differences of an individual are students from different
socioeconomic strata; students who come from various family configurations; students with
special needs, differing interests, and abilities; students with different cultural backgrounds,
different languages, different learning styles, and different attitudes toward the school.
These children need to be identified and catered for according to their individual needs and
requirements.
Activity 4: 20 minutes

• Write the phrase “Causes of individual differences” on the writing board.

• Encourage the trainee teachers to respond in one word about the phrase.
• Invite one of the trainee teachers to come and write down the responses on the writing board in
clear hand writing
• Expected Answers: environment, heredity, age, intelligence, gender, home and school
environment, physical mental diseases etc.
• Divide the trainees in pairs and ask them to read Handout 19.3.
o Show them the video on Differentiation https://www.youtube.com/watch?v=UkIQ6KiyA5U
Differentiation in Learning.
• Draw the following table on the board and by encouraging the trainee teachers to respond,
complete the table

• Sum up the activity by saying:

Individual differences are the result of a combination of inherited and acquired qualities.

Activity 5: 20 minutes
• Start the activity by delivering a mini interactive lecture about the importance of knowledge of
individual differences by the teacher (use Handout 19.4)
• Keep the students involved in the whole activity by asking questions such as, if you have a student
in your classroom who is weak in mathematics, how will you handle the problem? OR What will you
do if one of your students is exceptionally good in mathematics but weak in English? OR How will
you handle the situation if a child has got behavioral problems?
• Encourage the trainee teachers to respond.
• Randomly divide the trainee teachers into 5 groups.
• Ask them to open Worksheet 19.4
• Assign one case each to one group
• Encourage them to study the cases and fill column three in 10 minutes.
• Ask one group member from each group to present their case.
• Sum up the activity by giving input:
‘Each child is unique in its own way. Teachers need to know the ways to bring the best out of the children.
They need to be aware of the individual differences within the students and how to deal with the
differences within the classroom. However, just knowledge about the differences is not enough; the

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teacher needs to be aware of the ways to handle each child and to cater for their needs and requirements
in the best possible way’.
Additional Learning Material
• https://bold.expert/how-to-deal-with-students-individual-differences/
• http://www.yourarticlelibrary.com/education/the-significance-of-individual-differences-in-
education/6086
• https://blog.advancementcourses.com/articles/4-types-of-learners-in-education/
• https://www.educationcorner.com/identifying-gifted-children.html
• https://www.noodle.com/articles/how-to-help-a-child-diagnosed-with-emotional-disturbance
• http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-
Strategies-for-Challenging-Gifted-Learners.aspx
Assessment 05 minutes
Tell the trainee teachers to take two minutes and think about the following question
• How can we ensure that all students have the opportunity to learn and reach their full potential—
regardless of their place of birth, family of origin, religion, gender or cognitive abilities?
Collect random responses.
Home Assignment: 03 minutes
Write a paragraph practical procedure for adapting school work to individual differences for the teachers.
Use Handout 19.5 as helping material
Teaching Strategies/ Tips for the Trainee teachers
Tell the trainee teachers that in today’s session we have used the following strategies:
• Video viewing
• Brainstorming
• Group activity
• Scanning
• Interactive teaching
• Group Discussion
• Case study

Reflection on the Session 02 minutes

Ask the trainee teachers to answer the following questions in their reflection:
• What new information have you gained from today’s session?
• Do you think the knowledge gained today can be helpful in understanding your students and
helping them to improve learning?
• Bring it to the next session.

References
• Freeman, F. S. (1934). Individual differences: the nature and causes of variations in intelligence and
special abilities. Oxford, England: Holt.
• Educational psychology 2016) by Shakeel Ahmad; published by Al-Ilm publications, Peshawar.
• https://bold.expert/how-to-deal-with-students-individual-differences/
• http://www.yourarticlelibrary.com/education/the-significance-of-individual-differences-in-
education/6086
• https://blog.advancementcourses.com/articles/4-types-of-learners-in-education/
• https://www.educationcorner.com/identifying-gifted-children.html

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• https://www.noodle.com/articles/how-to-help-a-child-diagnosed-with-emotional-disturbance
• http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-
Strategies-for-Challenging-Gifted-Learners.aspx
• https://www.youtube.com/watch?v=zJMCctR8ivc
• https://www.youtube.com/watch?v=vZ6pqIsAH9A
• https://www.youtube.com/watch?v=UkIQ6KiyA5U

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HANDOUTS
Handout 19.1
What are individual differences?
Individual differences are the more-or-less enduring psychological characteristics that distinguish one
person from another and thus help to define each person's individuality. These are qualities that are
unique; just one person has them at a time. Among the most important kinds of individual differences are
intelligence, personality traits, and values. Variation in hair color, for example, is an individual difference;
even though some people have nearly the same hair color, no two people are exactly the same.
Definitions of “Individual differences” by various Psychologists:
The psychology of individual differences is concerned with the systematic study of intelligence and abilities
associated with personality of learner, learning styles and needs and interests of learner
Psychologist Definition
Drever James Variations or deviations from the average of the group, with respect to the
mental or physical characters, occurring in the individual member of the group
are individual differences.
Good The variation or deviations among individual is regard to a single characteristics or
a number of characteristics, those differences which in their totality distinguish
one individual from another.
Linda Gottfredson The ability to deal with cognitive complexity

David Wechsler The aggregate or global capacity of the individual to act purposefully, to think
rationally, and to deal effectively with his environment
The psychology of individual differences is largely the study of group differences.
This study classifies individuals by age, traits, sex, race, social class and so on, and
John P.De Ceeceo
observes the differences within and between those groups. Physical, mental,
social and cultural differences etc. are being studied, under individual differences.

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Worksheet 19.1
Movie Clip Wonder
Teacher’s Role

What are the two things you notice about the teacher in the first 20 seconds of the movie clip?

_______________________________________________________________________________________

_______________________________________________________________________________________

Why does the teacher start by giving a personal example of ‘Precept’?

_______________________________________________________________________________________

_______________________________________________________________________________________

What two things do you notice about how the teacher manages the students and the class?

_______________________________________________________________________________________

_______________________________________________________________________________________

How does the teacher fulfil his role in keeping students on track?

_______________________________________________________________________________________

_______________________________________________________________________________________

How do you think students would react if a child like Auggie was in your class?

_______________________________________________________________________________________

_______________________________________________________________________________________

How would you have dealt with the situation?

_______________________________________________________________________________________

_______________________________________________________________________________________

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Worksheet 19.2
Movie Clip Gifted
Example of a gifted child in class

1. What is the indication that the girl may be gifted?

_______________________________________________________________________________________

_______________________________________________________________________________________

2. What does the teacher do to confirm if the girl was indeed gifted?

_______________________________________________________________________________________

_______________________________________________________________________________________

3. Have you had a similar experience with a student in your class?

_______________________________________________________________________________________

_______________________________________________________________________________________

4. What would you have done in such a situation? What challenges do you think you may face, if you

have a gifted student in your class?

_______________________________________________________________________________________

_______________________________________________________________________________________

5. Once you identified that you had a gifted child in your class, what actions would you take to cater to

the child’s needs? Once you’ve answered this question, read Handout 19.2 and review your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

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Handout 19.2
Types of Individual Differences

I. GIFTED CHILDREN:
There is no universally agreed upon definition of what exactly it means to be gifted. Some educators
define giftedness in terms of IQ others in terms of academic performance. Generally gifted children exhibit
the potential for higher than normal performance in areas of intellectual, creative, artistic, academic and
leadership capacity, and in order to fully develop their talents and capabilities require educational and
non-curricular activities not provided in a traditional school setting. children are classified as gifted if they
demonstrate exceptional levels of aptitude or competence in one or more structured areas of academic
activity such as mathematics, music, language, etc; or in a set of sensorimotor skills such as dance,
athletics, art, etc. Giftedness can be evident in children who perform exceptionally well on academic and
skills oriented performance tests or as the ability to learn and assimilate information more rapidly than
other children their age. As gifted child grow and develop their giftedness is characterized by high levels of
achievement and motivation.
Identifying giftedness is not a simple process. Children may have the talent to be qualified as gifted, but
due to various circumstances, they may not demonstrate that talent in their schooling. A lack of resources
or even disabilities may lead to underperformance, and only significant testing may reveal that they have
the potential to vastly outperform their peers. It’s up to parents and educators to come together in a
combined effort to use observations and test results to identify gifted children before their potential goes
untapped.
A prime example of how environment may sometimes negatively impact performance can be seen among
underserved populations. Parts of the student population may be hindered because their school lacks
resources, teacher turnover is high, or because the environment is unsafe for one reason or another. This
creates conditions in which it is hard for even the most talented of students to maximize their potential,
and their performance may not suggest they are actually gifted. It’s incumbent upon educators and school
staff to provide all students with the highest quality education possible, which includes identifying
particularly gifted students and finding ways of guiding them toward programs that will help them reach
their maximum potential.
Does & Don'ts of Teaching Gifted Students
Do …
• Understand that gifted students, just like all students, come to school to learn and be challenged.

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• Pre-assess your students. Find out their areas of strength as well as those areas you may need to
address before students move on.
• Consider grouping gifted students together for at least part of the school day.
• Plan for differentiation. Consider pre-assessments, extension activities, and compacting the
curriculum.
• Use phrases like "You've shown you don't need more practice" or "You need more practice" instead
of words like "qualify" or "eligible" when referring to extension work.
• Encourage high-ability students to take on challenges. Because they're often used to getting good
grades, gifted students may be risk averse.
• Offer training in gifted education to all your teachers.
Don't …
• Confuse high achievers with high-ability students. High achievers put in the time and effort to
succeed in school. This may not be the case with high-ability students. Their gifts may not translate
into academic achievement and their behavior can at times appear noncompliant.
• Assume that all gifted students are the same and that one strategy works for all.
• Assume that by making gifted students tutors, you're providing a learning extension.
• Confuse extension activities with additional work. Gifted students need deeper and more complex
assignments.
• Refer to alternate work for gifted students as "free time." Call it "choice time" or "unfinished work
time," so students understand that they are required to tackle a task during this time period.
• Give too many directions to students about how they should complete a task. Say, "Here's the end
result I'm grading. How you get there is your choice."
• Assume that gifted students are growing academically. Rely on formative and summative
assessments.
II. SLOW LEARNERS:
Slow learners constitute an appreciable fraction of our population. As Burl (1973) has rightly pointed out
the term ‘backward’ or ‘slow learner’ is reserved for those children who are unable to cope with the work
normally expected of their age group. Kirk (1962) took ‘rate of learner’ as the basis for identifying slow
learners. According to him, the slow learners, gifted and the average children can be classified according to
their ‘rate of learning.
In the present circumstances it is used more widely to indicate the fairly large group of children whose
learning is slowed down by one or more factors of which limited ability may be one.

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The common factor with all pupils seen was some measure of educational retardation, the contributing
factors being manifold e.g., cultural and poverty, family inadequacies and parental disharmony. Pupils from
such homes as these may well function as ‘slow learner’ even through their intellectual potential may be
considerable higher.
Previously psychologists held that slow learning is directly related to intellectual ability. But recent studies
in this regard revealed that heredity alone is not responsible for the backwardness of the child; but
environment contributes significantly to the scholastic achievement of the child. The backward child is a
slow learner and he finds it difficult to keep pace with the normal child in his school work. Taking only I.Q.
into consideration, we cannot call a child who is a slow learner, mentally retarded. On the whole the only
difference between a slow learner and the average child is his slower rate.
1. Slow learners have limited cognitive capacity. They fail to dope with learning situations and to reason
abstractly. Rational thinking becomes practically impossible. They have the capacity to succeed in rote-
learning. These children show interested in learning where relationships are clearly demonstrated.
With regard to retentive memories they require more practice and revision in comparison with normal
children.
2. One of the pertinent characteristics of slow learners is poor memory. It occurs due to lack of
concentration, it is impossible to say how much a child can learn and retain although he is motivated
externally and internally. Experimental evidences reveal that very often the dull children can recall facts
about their local cricket team as well as its players.
3. Classroom situations include distraction and lack of concentration of slow learners. This typical
behaviour is also associated with poor motivation. Again different studies also report that when the
learning material are presented through concrete situations, the slow learner’s concentration and
attention do not differ significantly from that of a normal child.
4. Inability to express his ideas through language is another significant characteristic of a slow learner. A
slow learner also lacks imagination and foresight. He faces difficulty to foresee consequences in the
future.
5. In developing societies, has slow learners invite social as well as educational problems. Of course, some
dull children are very poor in scholastic achievements in the school. Their performance is not
satisfactory. But some children who come from sophisticated homes show good performance, because
they get help and encouragement from home. This is only possible at the primary stage of education.
But at the secondary stage, the frustrations and failures come from different sources. The children
develop an attitude of resentment towards the authorities and create problems. This kind of attitude
may lead to anti-social behaviour in the future.

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6. They lack social skills making it difficult for them to interact with other children or adults. This is
attributed to their low IQ levels. In addition, they don’t understand the rules of social engagement.Even
though they like talking to people, they find it difficult in starting a conversation. This is attributed to
their shyness which stems from low self-esteem.
• They find it difficult maintaining friendships.
• It is hard for them to understand simple skills, for example, taking turns in performing a particular
project or task.
• They are poor in mathematics and find it hard to solve mathematical problems.
• Their reading and comprehension is poor.
• Their thinking and reasoning capacity is poor.
• They have poor memory and auditory processing.
• They have short attention span and lack focus.
• Their response time is slow.
• A slow learner needs somebody to learn with or do assignments together. On their own, they are
unable to learn or complete assignments.
• They have immature personal relationships.
• They don’t have long-term goals. They always live in the present.
• They perform poorly in examinations or tests.
• They have low self-esteem.
• They work on given projects or tasks at a slow pace.
• They are not able to master skills.
• They cannot do complex problems or tasks.
• They have difficulty transferring what they have learned from one assignment to another.
• They lose track of time.
• They have problem with time management.
• They are slow in forming relations between words and phrases.
• They forget quickly.
• They lack innovation and creativeness.
• They find it difficult to think critically.
• They tend to prefer the friendship or company of younger children.
• Some slow learners have a problem with speech.
How Teachers Can Help Slow Learners to Perform Well Academically

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Teaching is a demanding profession. It requires patience coupled with creativeness. If and when a teacher
identifies a child performing below average, then the teacher should try to find ways of guiding and helping
the child to perform well. The following are some tips teachers can employ to assist slow learners.
• The teacher should concentrate in praising the child’s efforts more than concentrating on praising
his/her abilities. The teacher should let the slow learner know that his/her intellect is under his/her
control. Also, praise the child for overcoming challenges and taking accountability for his/her work.
However, be careful not to offer insecure or dishonest praise as it may further lower the child’s self-
esteem. If a slow learner realizes you're praising him/her for something he/she has not done well he
will feel betrayed. You might lose the trust of the child.
• A teacher might find it appropriate to provide a quite place to work. This will help the teacher to easily
observe, encourage and find better ways to help the child. The teacher can decide to tell the child to
sit at the front row which will make it easier to observe the child.
• Do not reward the child if she/he has not finished an assignment or task.
• Let the child do the hard assignments first then the easier ones later.
• The teacher might find it appropriate to provide extra classes to the child to assist the child in areas
the child finds it difficult to understand or in completing an assignment.
• The teacher should pay equal attention to all learners in the class. She should not ignore children who
are slow learners because they might feel neglected and unwanted. Also, lack of involving the children
in answering questions or writing on the board might further deteriorate the slow learner’s level of
learning.
• The teacher can make use of reference books, audio-visual aids and graphic displays including online
materials to help the slow learner. Record of the progress of the slow learner(s) should be maintained
as it will help track the development of the learner.
• A Slow learner knows very well he/she has a weakness when it comes to academic studies compared
to his/her average learning peers. The child knows he/she does not perform well. A slow learner is
sensitive and self-conscious of this fact. In addition, a slow learner has low self-esteem. Thus, the
teacher should aim to boost the child’s confidence. She should encourage the child by reminding
him/her that he/she is no less than others and can do better. In return, these encouraging words can
boost the child’s morale to want to perform better. The best way to boost the child’s confidence is
focusing on things the child is good at.
• The teacher should try to maintain an open relationship with the learner. This will create a bond
between the teacher and the learner and will enable the child to be able to accept any form of
assistance from the teacher, other teachers and parents including therapists.

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• The teacher should not explain the slow learner's mistake(s) in front of the class. Instead, the teacher
should call the child aside and explain to the child the areas he/she has made erred and correct the
mistakes (revise) together with the child.
• The teacher should not criticize and humiliate a slow learner in front of the class as it will further
lower the child's self-esteem. This will lead to the child to drop-out.
• The teacher should try to focus on areas the slow learner is good at or encourage the child to take
part in tasks he/she is best at. The teacher should reward the child when the child has done the task
or activity as required.
• The teacher should try to persuade other children to treat the slow learner with understanding. This is
because not a lot of children have enough patience to try to help or explain things such as games rules
to a slow learner.
• Above all, the teacher should be the best friend to the slow learner. It is hard for slow learners to
express themselves fully to their caregivers, adults and peers. The people they can best rely on are the
teachers.
Furthermore, it is important to note:
1. Slow learners need topics to be explained in-depth. A teacher should explain a topic in great detail by
providing plenty of examples.
2. Teachers should set aside some time outside of the prescribed curriculum time to offer extra help to
the slow learner.
3. Teachers should be patient with slow learners.
4. Leaving an encouraging note on every marked work you had assigned the children goes a long way in
uplifting their self-esteem. Slow learners need a lot of encouragement.
5. Teachers should request slow learners to sit at the front of the class. It becomes easier to monitor and
involve them in various class activities such as answering questions.
6. Slow learners need somebody they can reach to - a friend. The people they'll tend to trust more are
teachers. Being friendly will enable them to open up to you which enable you to get to know them
better thereby finding better ways to help them.

III. EMOTIONALLY DISTURBED CHILDREN:

Emotional disturbance is a condition in which a child exhibits one or more of the following characteristics
over a long period of time and to a marked degree that adversely affects a child’s educational
performance.

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• Emotionally disturbed children have an inability to learn that cannot be explained

by intellectual, sensory, or health factors.
• They may be unable to develop and keep appropriate, satisfactory social relationships with family,
peers, and adults in the school system.
• They may have a tendency to display inappropriate behavior or feelings in response to normal
situations.
• They may have a pervasive mood of unhappiness or depression.
• They may be inclined to develop negative physical symptoms or fears related to personal or school
problems.
• "Emotional disturbance" means a condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely affects a child's educational
performance
• An inability to learn that cannot be explained by intellectual, sensory or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
• Inappropriate types of behavior or feelings under normal circumstances;
• A general pervasive mood of unhappiness or depression; or
• A tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to children who are socially maladjusted,
unless it is determined that they have an emotional disturbance (ED).
What needs to be done?
The term itself actually describes a very real challenge that may warrant formal interventions. If a
student’s emotional state is interfering with her learning, then she may qualify for special education
services as a student with an emotional disturbance. Eligibility must be determined through a formal
assessment conducted by a qualified team of professionals, possibly resulting in an Individual Education
Plan (IEP) meeting. It is important to note that most general education teachers are not qualified to
determine if a student needs the support services provided through special education, though they will
often recommend that an evaluation be initiated.

IV. SOCIALLY HANDICAPPED CHILDREN

the socially handicapped child'' is used as a general term to cover such varied groups of children as
dependent and neglected children on the one hand and delinquent children on the other.”
A social disability or handicap can be referred to as any disorder that leads to the inability to make
progress socially and emotionally meaning the impact of the disorder degrades a person's quality of life.

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The person isn’t able to function adequately in a given social situation these children include orphans,
neglected and delinquent children, street children, abused and missing children. These are the children
who have disturbed opportunities for healthy personal development and full unfolding of potentials due to
certain social factors (maternal, emotional and environmental) leading to non-achievement of full
potentials such type of children feel uncomfortable in social situations and often find it challenging to
interact with other people in appropriate ways.
They can be limited in extracurricular activities depending on their specific issues. This, in turn, makes
other children look upon the child with a disability differently. Due to these differences, barriers are
formed between children. Socially handicapped children often feel isolated because of these boundaries. It
is only one of the problems they face because of their condition.

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Handout 19.3
Causes of Individual Differences
Some of the main causes of individual differences are as under:
1. Heredity:
One of the most significant and chief causes of individual differences is heredity. Individuals inherit various
physical traits like face with its features, colour of eyes and hair, type of skin, shape of skull and size of
hands, colour blindness, baldness, stub-finger and tendency to certain diseases like cancer and
tuberculosis, mental traits like intelligence, abstract thinking, aptitudes and prejudices. Now it is an
admitted fact that heredity differences result in the quantity and rate of physical as well as mental
development being different and different individuals.
2. Environment:
Environment significantly influences individual differences. Changes in child’s environment are reflected in
the changes in his personality. Psychologically speaking, a person’s environment consists of sum total of
stimulation which he receives from conception until his death.
Environment consists of physical, intellectual, social, moral, political, economic and cultural forces. All
these forces cause individual differences. Modern psychologists believe that individual differences are
caused by both heredity and environment. Personality is the outcome of mutual interaction between
heredity and environment.
3. Influence of caste, race and nation:
Individuals of different castes and races exhibit very marked differences. It is generally seen that son of a
Kshatriya has a more of courage in him while the son of a trader has the traits of business.
Similarly individuals of different nations show differences in respect of their personality, character and
mental abilities. These are the outcome of their geographical, social and cultural environment. Many
studies have shown the existence of differences between Americans and Negroes, Chineese and
Japaneese, English and Indian individuals.
4. Gender differences:
Development of boys and girls exhibits differences due to difference in gender. The physical development
of the girl takes place a year or two earlier than the boys. Between the age of 11 and 14, girls are taller and
heavier than the boys. After 15, boys start winning the race.
Girls are kind, affectionate, sympathetic and tender while the boys are brave, hard, choleric, efficient and
competent.

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5. Age and intelligence:

Physical, intellectual and emotional development is caused by the growth in age. Many individuals differ
because of the differences in intelligence. Individuals who are below the average in intelligence and mental
age find much difficulty in learning and the average intelligent persons can learn quickly.
6. Temperament and emotional stability:
Some people are by temperament active and quick, while others are passive and slow, some humorous
and others short tempered. Emotional stability of the individual is differently affected by physical, mental
and environmental factors. Differences in emotional stability cause individual differences.
7. Other Causes:
Interests, aptitudes, achievements, sentiments, character, educational and home background lead to
individual differences.
8. Economic condition and education:
Individual differences are caused by economic condition of the parents and the education of the children.
It is not possible for the children of two economic classes to have a similarity and equality. One of the
important objectives of modern education is the complete development of the individual. Individuals have
different goals, different interests, different emotional problems and different abilities. We cannot afford
to ignore these individual differences in imparting education to children. Since school work is planned on
group basis it presents a formidable challenge to all teachers.

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Worksheet 19.3
How are you different from me?

Name: Name:

Height: Height:

Weight: Weight:

Skin color: Skin color:

Caste: Caste:

Nationality: Nationality:

Education: Education:

Hobbies: Hobbies:

Favorite subject: Favorite subject:

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Handout 19.4
The significance of individual differences in education
The significance of individual differences in education has long been recognized. The knowledge
concerning individual differences has increased and its significance to education has been enhanced and
individual differences are now a matter of general acceptance.
Now knowledge of these differences, their amount, interrelations, and causes, is very important and
necessary in planning the education of a particular child. Exact knowledge of just what differences do exist
between individuals and of the causes of these differences is important.
Education is furthermore concerned with individual differences resulting from the differing degrees of
maturity or growth, and those which previous education and training have caused. Education can only be
made efficient with a minimum of effort, time, and expense by knowledge of which of the differences
between people and the achievements of a given person are due to training, and which are due largely to
the degree of maturity.
Exact knowledge, not opinion, along all these lines is essential, if progress is to be made. Individual
differences must be kept in mind by the teacher if the needs of the individual pupil are to be met. It should
be remembered that physical and emotional differences must be met, as well as intellectual differences.
The teacher must be familiar with many approaches to adjusting the learning situation to the individual
needs of the pupil. Any program of instruction must take into consideration the important facts about
differences in individuals and traits.
There exists in any realm of activity a wide range in endowments of individuals. However, individuals
cannot readily be classified into specific types since the various levels merge gradually and are not sharply
differentiated. The evidence is clear that the degree to which the individual possesses different traits also
varies. The wide range of capacities, abilities, needs, and interests in any classroom necessitates a
differentiated approach to instruction at all school levels and in all areas of learning.
Until the differences among the pupils in a given class are recognized, instruction cannot be on a sound
and systematic basis. A significant part of the dilemma in modern education has been brought about by a
failure to admit differences by treating all the pupils alike.
The traditional methods of group teaching have tended to over-emphasize the similarities and to ignore
the difference. To ignore the fact that people differ in ability, intelligence, interest, social training, and
strength, as well as in age and sex, would be a serious mistake.
If training is to be shifted to the nature and needs of the individual, care must be taken to keep the func-
tion of the school flexible and adaptable. No child in school can realize his educational growth and
development without a carefully planned and administered adjustment so wide individual differences that
exist among pupils.

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Handout 19.5
For Home Assignment
Some practical procedures for adapting school work to individual differences
1. Limited size of the class:
Generally, there are 50 or more than 50 students in a class. In such a large class, it is not possible for the
teacher to pay individual attention to the students. The size of the class should be small. It should be
divided into various units so that after class-room work their various difficulties may be found out.
2. Proper division of the class:
Now there are separate classes for the students, who have different intelligence. While bringing about this
classification, the teacher should keep in mind the difference in age, interests, emotional and social
qualities.
3. Home task:
The teacher should assign home task to the students while keeping in view the individual differences.
4. Factor of sex:
Boys and girls are to play different roles in society. Hence the factor of sex should be kept in mind.
5. Curriculum:
The curriculum should be modified to suit the needs of all types of children. A large number of subjects
should be included in the curriculum so that education can be provided to each child according to his
interests, needs and abilities. Curriculum should not be rigid but it should be flexible.
If we lay down the same curriculum for all the students, the brilliant students will not be able to have full
mental diet, and the backward students and the students of lower I.Q. will lag far behind in the class, and
they may start playing truancy from the school.
6. Methods of Teaching:
Methods of teaching should be chosen on the basis of individual differences. It is not advisable to use the
same method of education in the case of all children-gifted or backward.
7. Educational Guidance:
Teacher should impart educational guidance to the students while keeping in view their individual
differences. He can assist them in the selection of educational career, selection of subjects, selection of
books, selection of hobbies and co-curricular activities and in many other areas connected with education.
8. Vocational Guidance:
While keeping in view the individual differences the teacher can guide the students in the vocation that
they should adopt.

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9. Individual Training:
Many plans and techniques for individualizing instructions have been advocated.
Some of these plans are as under:
(i) Dalton Plan:
This plan was introduced by Miss Helen Parkhurst at Dalton. According to this plan, the school is regarded
as a ‘children house.’ The principles underlying the plan are freedom, co-operation and allocation of time.
The pupils are free to continue without interruption the work in which they are absorbed, unhindered by
time tables.
They are not taught in classrooms. They are given subjects that suit their interests. The advantage of this
plan is that each pupil is allowed to proceed at his own rate and in accordance with this individual ability.
Thus the instructions are completely individualized.
(ii) Morrison Plan:
This Plan was devised by Professor H.Q. Morrison of the University of Chicago. This plan is based on
directed guidance and stresses unit assignment. To establish learning unit is an important task in the
Morrison plan. The plan is based on individual needs and interests.
(iii) Winnetka Plan:
This plan was instituted by C.W. Washburne in the school of Winnetka, Illinois. This plan is based on the
principle that the pupils should be allowed to follow his own rate of learning in each of the subjects of his
curriculum. Before instituting this plan it is observed through an examination that how much an individual
already knows. On the basis of it, specific learning unit is planned for him.
Progress is checked by the pupils himself by means of self-administered tests. The advantages of this plan
are that the backward and the intelligent are to proceed at their own rates. Moreover, there are no
failures since the pupil is measured against his own progress.
(iv) Contract Plan:
In this plan, the subjects of study are determined like the Dalton method; the pupil’s progress is measured
through tests like the Winnetka method. Thus this plan is a synthesis of Dalton and Winnetka methods.
(v) Project method:
This method was suggested by Kilpatrick. In this method each member of the group can work in terms of
his interest and ability. Hence this method is also in the direction of individualization of instructions.
The classroom environment does not consist of uniform personalities, but rather an environment with
many individual differences. Therefore, in such a multi-disciplinary learning environment, passing the same
learning-teaching process to all students alike will affect the success of students negatively. The role of the
teacher is to observe his / her students and to reveal the individual differences that exist in them and to
arrange the learning environment accordingly.

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Worksheet 19.4
Case Studies
Serial # Case Technique to be used within the classroom and why?
1. Maria, a student of class 5 is short 1. Identify the problem:
tempered and picks fights with her
fellow students. She is frequently 2. Pinpoint the reason:
absent from school. She is weak in
studies. She seldom does the assigned 3. Suggest remedies to improve learning :
homework.
2. Aliya, class 7th is exceptionally good in 1. Identify the problem:
mathematics. She is quick to pick any
new concept and does all the class 2. Pinpoint the reason:
work well before the other students.
She is however very irritable looks 3. Suggest remedies:
down upon the other students. She
needs constant attention from the
teacher.
4. Amina, class 9th, wants constant 1. Identify the problem:
outdoor physical activity. She
participates in every physical activity 2. Pinpoint the reason:
goes on within or outside the
classroom. Her studies are average 3. Suggestions:
5. Firdous, class 4, is weak in studies. 1. Identify the problem:
Her writing is not good and she is
unable to write on lines. She is slow 2. Pinpoint the reason:
in reading, has trouble spelling, and
mixes up words 3. Suggest remedies to improve learning:

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Session 20: Educational Psychology Time: 120 Minutes

Unit 5
Intelligence and Individual Differences

Sub Topic
• Teaching –Learning Strategies and Individual Difference. (Multiple Intelligence Theory )

Objectives of the Session

The trainee teacher will be able to:
• Identify and discuss their own dominant and non-dominant intelligences and learning styles via a
self-assessment test.
• Analyze the importance of MI theory.
• Apply Teaching –Learning Strategies on the basis of Individual Differences within the students.
• Appreciate the application of MI theory addressing the individual differences.

Teaching Aids
Markers, Writing board, Charts

Required Resources
• Handout 20.1 LMS
• Handout20.2 LMS
• Worksheet20.1 Multiple Intelligence, self-assessment test

Introduction of the Session 5 minutes

• Ask the trainee teachers that they have learnt about individual difference in detail. Today they are
going to read and use multiple theory for addressing the individual differences.

Instructions/Activities

Activity 1: 15 minutes
• Lay the following items out in front of the trainee teachers:
• A music CD or musical instrument
• A book
• A box of paints
• A map
• A skipping rope
• A crossword or word puzzle
• A poster about math
• Ask the following questions from the trainee teachers:
o Does anyone of you feel drawn to one object more than another? If yes which ones?
o Which one?
o Why, do you think, you are drawn to one object more than another?
o Have you ever wondered why did you enjoy some activities but not others?
• Explain that in this session we are going to learn about Multiple Intelligence theory, which can help

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explain why we are drawn to some of these objects more than others.

Activity 2: 25 minutes
• Randomly divide the trainee teachers into 3 groups Group A, Group B, Group C
• Ask the trainee teachers to open Handout 20.1
• Assign one link to each group.
• Identify one group leader from each group.
• Encourage the trainee teachers to watch the video and discuss among the group members and
write down the important points of video.
• Ask the three group leaders to come infront of the class.
• Exchange and discuss the main idea of the video they watched in these groups.
• Encourage the members of group A to share the main idea explained to them by leader of Group C.
• Similarly the members of Group B and C should also be asked to share what they learned from the
grouped leaders
• Sum up the activity by saying,
‘the teachers need to know about multiple intelligence in their students. Teachers need to avoid
labeling the students and make sure the students are taught according to the specific learning
styles favoured by them.

Activity 3: 25 minutes
• Ask the trainee teachers to open the link in Worksheet 20.1 on their tabs.
• Explain that the activity will be done as a whole group.
• Ask trainee teachers not to go ahead of you.
• Read out each point and encourage the trainee teachers to select the best possible answer for the
statement
• Conclude the activity in 10 minutes.
• Ask a few of them to share the results of the tests with the class.
• Summarize the activity by saying the following words;
Each student in the classroom is different from the other in a unique and distinct way. The teacher
needs to look for that specific trait that makes the student standout from others. The teacher
needs to point out the particular learning styles favored by the students and look for suitable
activities that can brings out the best in the child.

Activity 4: 35 minutes
• Write the eight intelligences presented by Gardner (1983)on the writing board
1. musical-rhythmic
2. visual-spatial
3. verbal-linguistic
4. logical-mathematical
5. bodily-kinesthetic
6. interpersonal
7. intrapersonal
8. naturalistic
• Using the previous activity as the base, identify 2-3 trainee teachers who belong to similar
intelligence group (this group can be any one of the nine groups) of intelligence mentioned on the

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writing board.
• Divide the trainee teachers into appropriate number of groups according to the number of trainee
teachers identified with similar intelligences type.( 2-3 groups)
• Identify one group leader from each group.
• Refer the trainee teachers to Handout 20.2
• Explain the table in Handout 20.2 giving specific examples and encourage answers and responses
from the trainee teachers.
• Make sure to point out the fact that all the groups have been assigned trainee teachers with similar
intelligence type.
• Ask the groups to prepare a role play considering the trainee teacher to be their student and show
what activities they will use to teach him/her according to his/her specific intelligence area.
• Randomly point out 1-2 groups to come forward and present their activity.
o Sum up the activity by saying, “One of the most significant results of the theory of multiple
intelligences is how it has provided eight different potential pathways to learning. If a teacher is
having difficulty reaching a student in the more traditional linguistic or logical ways of
instruction, the theory of multiple intelligences suggests several other ways in which the
material might be presented to facilitate effective learning: Words (linguistic intelligence),
Numbers or logic (logical-mathematical intelligence), Pictures (spatial intelligence), Music
(musical intelligence), Self-reflection (intrapersonal intelligence), A physical experience (bodily-
kinesthetic intelligence), A social experience (interpersonal intelligence), An experience in the
natural world (naturalist intelligence).
• You don't have to teach or learn something in all eight ways. However, simply knowing the
possibilities available can enable you to decide which particular pathways interest you the most or
seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so
intriguing because it expands our horizon of available teaching and learning tools beyond the
conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing
assignments, formulas, etc.)

Additional Learning Material

• Gardner, H. (2004) Changing minds: The art and science of changing our own and other people’s
minds. Boston: Harvard Business School Press, p. 196.
• http://www.mathmammoth.com/lessons/multiplication_tables.php
Assessment 05 minutes
• Tell the trainee teachers to take two minutes and think about the following question.
• What are some of the application ideas for using the various MIs in classroom?

Recap 05 minutes
• Recap the session by summarizing MI theory and how the knowledge about it can improve the
teaching learning process. What new strategies the teacher needs to know to improve the learning
process according to the demands of students with MIs.

Home Assignment: 05 minutes

• Make a list of the students in your classroom having multiple intelligence and point out what
teaching strategies you will use to teach them.
• Use Handout 20.3 as reference material.

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Teaching Strategies/ Tips for the Trainee teachers

Tell the trainee teachers that the following teaching strategies have been used in today’s session;
• Mini lecture
• Interactive teaching
• Group Discussion
• Group presentation
• Role play

References

• Waterhouse, Lynn. (2006a). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence:
A critical review. Educational Psychologist, 41(4), Fall 2006, pp. 207–225.
• http://inservice.ascd.org/understanding-multiple-intelligences-for-the-classroom/
• https://www.rubicon.com/multiple-intelligences-theory/
• https://www.youtube.com/watch?v=yJ328s7LUrI

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HANDOUTS
Handout 20.1
(LMS)

1. https://www.youtube.com/watch?v=uUOxUeCdVV8
2. https://www.youtube.com/watch?v=ITgA0-LBlGA
3. https://www.youtube.com/watch?v=falHoOEUFz0

Self-Assessment work sheet: 20.1

Multiple Intelligences: Where does my intelligences lie? (LMS)
https://www.literacynet.org/mi/assessment/findyourstrengths.html

Source:
Waterhouse, Lynn. (2006a). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence:
A critical review.Educational Psychologist, 41(4), Fall 2006, pp. 207–225.
http://inservice.ascd.org/understanding-multiple-intelligences-for-the-classroom/
https://www.rubicon.com/multiple-intelligences-theory/

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Handout 20.2
Some application ideas for using the MI in classroom

Intelligence Examples of Teaching Examples of Teaching Materials Instructional Strategies

Activities
Linguistic Lectures, discussions, word Books, tape recorders, Read about it, write
games, storytelling, choral typewriters, stamp sets, books about it, talk about it,
reading, journal writing etc. on tape etc. listen to it

Logical- Brain teasers, problem solving, Calculators, math manipulative, Quantify it, think critically
Mathematical science experiments, mental science equipment, math games about it, conceptualize it
calculation, number games, etc.
critical thinking, etc

Spatial-Visual Visual presentation, art Graphs, maps, video, art See it, draw it, visualize it,
activities, imagination games, materials, optical illusions, colour it, mind-map it
mind-mapping, metaphor, cameras, picture library etc.
visualization
Bodily- Hands-on learning, drama, Building tools, clay, sports Build it, act it out, touch
Kinesthetic dance, sports that teach, equipment, manipulative, tactile it, dance it
tactile activities, relaxation learning resources, etc.
exercises, etc.

Musical Rapping, songs that teach Tape recorder, tape collection, Sing it, rap it, listen to it
musical instruments

Interpersonal Cooperative learning, peer Board games, party supplies, Teach it, collaborate on
tutoring, community props for role-plays, etc. it, interact with respect to
involvement, social gatherings, it
simulations, etc.

Intrapersonal Individualized instruction, Self-checking materials, journals, Connect it to your

independent study, options in materials for projects etc. personal life, make
course of study, self-esteem choices with regard to it
building, etc.

Source:
• Waterhouse, Lynn. (2006a). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence:
A critical review.Educational Psychologist, 41(4), Fall 2006, pp. 207–225.
• http://inservice.ascd.org/understanding-multiple-intelligences-for-the-classroom/
• https://www.rubicon.com/multiple-intelligences-theory/

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Handout 20.3
Extra material for facilitator
Educational Benefits of Applying Multiple Intelligences Theory
What makes the Multiple Intelligences Theory strong and useful in a classroom is the fact that it can be
used for any subject and at any level. Each student comes to a classroom as an individual who has
developed a different type of intelligence. This means that each student has their own intelligence
superiorities and weaknesses. Called a learning style, these intelligence domains determine how easily or
difficultly a student can learn through a specific teaching method.
There can be more than one learning style present in a classroom. To balance learning styles and subject
matter, a teacher should show students how to understand a subject which addresses one of their weak
intelligence domains by applying their most developed intelligence domain. For instance, a student who
has highly-developed musical intelligence can be asked to learn about a war and what happened during
that war by making up a song about it (Temur, 2007).
Moreover, students who apply their strong fields of intelligences in learning activities can learn a subject
that they used to hate with joy and without pressure. As another example, mathematics is considered to
be a tough subject for many students due to the abstract concepts they have to learn. However, when such
concepts are explained through a learning activity that implements students’ intelligences, students will
find it more interesting and more fun because it is given as something they love to do. Students can learn
mathematics by drawing, dancing, blogging, and much more. A whole curriculum can be created with
activities based on multiple intelligences in a way that develops different fields of intelligences for each
student; such curriculum will be more student-centered. Students will then discover the best ways by
which they’re able to receive information.
It’s important to note that these intelligences are not the same thing as learning styles. Hattie and
Yates wrote an informative book on the learning style myth, discussing that, for example, we all visually or
auditory learn.
In a practical sense, what we can gather from all the research is this: First and foremost, we must find ways
to individualize our instruction. Second, we must vary our approach in how content is presented and how
the knowledge learned is presented back to us. This will maximize our individual student’s intelligences and
allow for all them to thrive.
1. Individualize our instruction
Back in the 1940’s, George Reavis, an Assistant Superintendent at the time, penned a fable called Animal
School. It’s about a school made up of ducks, fish, rabbits and eagles. I always read it to my students (and
parents) the first days of school. The moral: Allow those fish to swim, rabbits to run, and let those eagles

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soar. We can’t have a room full of average ducks. Why do I take time to share this? To enlighten their
understanding that they are all smart in their own special way. Showing them a pie chart with all eight
slices of intelligences can follow the story to further illustrate their individuality. We must become
masterful at acquainting ourselves with our students’ strengths those first few weeks of school. This could
be done with the following:
• All about me projects
• Surveys
• Interviews with students
• Presentations about self-interests
• Give students an MI test; there are many online
2. Reinforce Concepts
Repeated exposure to a concept reinforces learning. A "concept" in the classroom setting may be a new
skill, knowledge or some combination of both. We are not experts at the concept of driving the first time
we get behind the steering wheel, but begin to master the concept each time we practice the skill of
driving. The same is true for learning in the classroom. Teachers build upon what was learned yesterday,
last week or even last year. Repeating a lesson on a concept improves learning, so the teacher pulling from
the theory of multiple intelligences can reinforce the learning with different types of activities. For
example, students strong in the mathematical-logical intelligence would do well with the pencil-and-paper
task of adding simple fractions. Students with a preference for the musical intelligence would understand
how quarter notes and eighth notes "add up" to a complete measure through a rhythmic-clapping activity.
Using both activities reinforces the concept of adding fractions for all students giving necessary extra
practice.
3. Keep It Fresh
Repeated exposure to learning concepts is important, but using the same teaching method to teach
concepts causes students to lose focus. There are times when the worksheet is the best method to provide
practice for learning a concept, but relying on worksheets every day for every lesson can cause some
learners to tune out. Teaching to the multiple intelligences allows the teacher to keep the learning
environment fresh by changing up the teaching method. An activity to start the day may involve movement
that appeals to the bodily-kinesthetic intelligence. Not to be confused with recess or free time, this is a
brief out-of-desk learning time to introduce the day's lesson. Whether dance, building with large blocks, or
assembling a simple birdhouse, this bodily-kinesthetic activity is a structured lesson outside the confines of
the desk. Mixing up your teaching methods keeps students interested in the lesson.

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4. Classroom Management
People feel success when a new concept is mastered. For adults in the workforce, failure to learn a new
task can be viewed as a chance to try again. For students, the sense of failure may cause them to
misbehave, be apathetic, not pay attention or disrupt the class. The multiple intelligence theory can draw
students back into learning. Using the different intelligences to teach a concept allows each of your diverse
learners a chance to succeed at learning. The learner with strength in the visual-spatial intelligence will do
well with drawing and puzzles. Students with strength in the linguistic intelligence would do well with a
written report over a reading assignment, while those dominant in interpersonal intelligence excel at
classroom discussions of what was read. As students feel success in learning, problem behavior decreases.
Teaching to a student's strength helps increase learning success.
5. Assess Learning
By using a variety of teaching strategies across the multiple intelligences, the teacher can assess or
measure student learning. The assessment could be a written or oral test, original artwork by the student,
a building task or some other activity which gives the teacher an idea of how well the student learned the
new concept. For instance, after successfully assembling a small engine, students in a technical college
could be assessed by developing a how-to manual complete with verbal instructions and diagrams. In this
example, students learn by building the engine tapping into the bodily-kinesthetic intelligence, while the
assessment of a written manual with diagrams draws on linguistic and visual-spatial intelligences. The
teacher can then measure how well students mastered the concept by the completeness and accuracy of
the written manual while students tapped into three intelligences to learn and master the concept.
The key upon these activities is to observe. Interestingly, one can note intelligence by watching what they
are not doing. For example, the intra-personal student may remain completely silent and seem
uncomfortable when asked to be in a group to discuss a topic. The kinesthetic student won’t be able to sit
still. The musical student may be constantly tapping his/her pencil while you are talking. When we can see
how these students are naturally bent and perhaps sometimes not following instructions, we can teach to
their strengths. Teachers should carry a clipboard with all the students’ names, taking notes and making
intelligence observations. They can rotate on focusing on a group of three or four students per day.
6. Diversify your lessons
When lesson planning, teachers can start with the objective and then identify an intelligence or two in how
it is taught. For example, to teach fractions, each day of the week, a different intelligence can be
emphasized. (These can be combined also).
• Monday: Logical Mathematical: use number lines, graphs, puzzles and brain games

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• Tuesday: Bodily Kinesthetic: Body formations, movement in the classroom

• Wednesday: Linguistic: picture books, journaling, poems
• Thursday: Spatial: dominoes, cards, , flash cards with drawings
• Friday: Naturalistic: nature walk with observation journals
• Monday: Interpersonal: cooperative groups and games
• Tuesday: Intrapersonal: journaling, individual rubrics to check work
• Wednesday: Musical: sing math facts, musical instruments to play patterns
Homework can also be completed with a particular intelligence in mind. That way students can grow in a
weak area some weeks and be in their sweet spot on other weeks.
7. Maximize our teaching
Varying how we portray material will be monumentally valuable for making the learning experiences come
alive for all students. We must be constantly collecting information about student strengths and areas that
could use improvement. If we have the lens that all students are smart in their own way by identifying
their primary intelligence, we’ll see students flower even an environment that is not conducive to their
given intelligence strength.
As we become more aware of our students, we can individualize our instruction to meet each student’s
need, then diversify to strengthen intelligences while growing others. Connecting to our children by
helping them see their individual intelligence, we are thereby lighting a candle inside of them. We want our
students to have the confidence that they have a special gift to contribute to this world through the way
their brain is wired. I want each student to leave my classroom with the knowledge of the special way they
are smart and then to maximize that in their future endeavors.

Source:
• Waterhouse, Lynn. (2006a). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence:
A critical review.Educational Psychologist, 41(4), Fall 2006, pp. 207–225.
• http://inservice.ascd.org/understanding-multiple-intelligences-for-the-classroom/
• https://www.rubicon.com/multiple-intelligences-theory/

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Session 21: Educational Psychology Time: 120 Minutes

Unit 6
Guidance in Schools

Topic / Sub Topic

o Nature of Guidance
o Definitions and nature of Guidance
Objectives of the Session
After the end of the session the trainee teacher will able to:
• Define guidance
• Explain the nature and needs of the guidance
• Understand, explain and compare guidance and counseling.
Teaching Aids
Markers, white/black board, Charts
Required Resources
• Handout 21.1: What does guidance mean for different persons
• Handout 21.2: Definition of guidance
• Handout 21.3: Need of guidance
• Handout21.4: Principles of guidance
• Handout21.5: Difference between guidance and counseling
• Worksheet 21.1: Definition of guidance
• Worksheet 21.2: case studies
• Worksheet 21.3: comparison between guidance and counseling
Introduction of the Session 05 minutes
Greetings and reflection from previous session. Tell the trainee teachers that today we will discuss
guidance, its nature, need and comparison between counseling and guidance.
Instructions/Activities

Activity 1: 15 minutes
• Divide the trainee teachers into pairs
• Ask trainee teachers to think about the word guidance
• Tell them to share their responses with their elbow partner and note down the responses.
• Take responses of few pairs and write a simple definition on the whiteboard.
‘Guidance means the general influence applied on the family while fostering the favorable
upbringing of the child.’
• Tell the trainee teachers if guidance is looked at from the school perspective, it is the assistance
students receive from the school through praise, warning and advice when a difficult situation
arises.

Activity 2: 20 minutes
• Divide the trainee teachers into two groups A and B.
• Ask the trainee teachers to open Handout 21.2 on their tablets
• Askthem to read all definitions carefully and derive the nature of guidance from these definitions.

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• Give them five minutes for reading

• Ask them to open Worksheet 21.1 and fill it according to their understanding of the definitions
given in Handout 21.2
Activity 3: 30 minutes
• Divide the trainee teachers into four groups A, B, C and D.
• Ask them to open Handout 21.3in their tabs and read it for 5 minutes
• Ask them to open work sheet 21.2.
• Randomly assign one Case study to each group.
• Ask them to read the case study assigned to them, discuss with each other and fill the worksheet.
• After 10 minutes take responses from each group and give positive feedback.
Activity 4: 15 minutes
• Write the word‘Principle of guidance’ on the writing board.
• Encourage the trainee teachers to respond to the phrase in one word.
• Write down their responses in clear handwriting on the writing board.
• Keep elaborating the responses of the trainee teachers.
• Now assign them Handout 21.4 to read and share their view points.
• Conclude the activity by saying, the principles of guidance are:
o Guidance is a slow and continuous process.
o Guidance develops inside of an individual.
Activity 5: 20 minutes
• Divide the trainee teachers into two groups.
• Ask them to read Handout 21.5.
• Give them 5 minutes for the activity.
• After five minutes ask them to open worksheet 21.3 and fill it according to your understanding.
• Take feedback from them and conclude the activity by saying,
It is clear that guidance and counseling are two different terms. The guidance aims at giving
solutions while counseling aims at finding problems, working over it and then resolving it. However, both
the process attempts to solve the problems of the client whereby the participation of both client and the
expert should be there

Additional Learning Material

• https://books.google.com.pk/books?id=7lk6Is4WxAAC&pg=PA1&dq=Define+guidance&hl=en&sa=X
&ved=0ahUKEwiz053uqrTlAhWaiFwKHfWvAhMQ6AEIPTAD#v=onepage&q=Define%20guidance&f=
true
• https://books.google.com.pk/books?id=yVjJcaCug3YC&pg=PA1&dq=Define+guidance&hl=en&sa=X
&ved=0ahUKEwiz053uqrTlAhWaiFwKHfWvAhMQ6AEINTAC#v=onepage&q=Define%20guidance&f=
false
• https://books.google.com.pk/books?id=TDxaZbumbZMC&pg=PA12&dq=Define+guidance&hl=en&s
a=X&ved=0ahUKEwiz053uqrTlAhWaiFwKHfWvAhMQ6AEIRDAE#v=onepage&q=Define%20guidance
&f=false

Assessment 10 minutes
Ask the following questions from the trainee teachers:
• What is guidance?
• How do we use guidance in education and daily life?

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• Why is it important for teachers to understand guidance?

• What is the main difference and similarities between guidance and counseling?
Home Assignment: 05 minutes
• Tell the trainee teachers to think of a student in their class who needs guidance. Write a report on
this case, keeping in mind the problem, diagnosis and solution to be provided.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Brainstorming
• Group activity
• Discussion
• Case study
References
• https://www.merriam-webster.com/dictionary/guidance
• https://dictionary.cambridge.org/dictionary/english/guidance
• Kinara, A. (2008). Guidance and Counslling. New Dehli: Dorling Kindersley( India) Pvt Ltd, India.

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HANDOUTS
Handout 21.1
Meaning of Guidance for Different Persons

In general Guidance means the general influence applied in the family while fostering the favorable
upbringing of the child plus the assistance students receive from the school by way of reproof, praise,
warning and advice when difficult situations arises.

(i) Parents having children with special defects or disabilities (psychological or otherwise), guidance may
mean a rather special diagnostic and remedial process conducted in the child guidance clinics.
(ii) To parents who desire higher education for their children, guidance may mean chiefly a matter of
college advancement.

2. For teachers.
a) It is giving continuous consideration to individual needs of children.
b) It is providing attention to individual problems of adjustment or learning when it emerges in the
classroom.
c) It is the maintenance of a good psychological tone or climate in the classroom at all times.

3. For pupils
a) A period every week when matters like study habits are discussed or when their 'future' is explored.
b) A chance to talk over personal problems with someone who listens, understands and helps.
c) An opportunity to obtain information about which college to attend.

4. For school administrator

a) It means all the things mentioned above and more.
b) It is an indispensable phase of school curriculum, very closely allied with instruction yet possessing
certain special service aspects demanded by the set-up of education in the school.

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Hand out 21.2

Definitions of Guidance
Defined By: Definitions
Merriam Dictionary a. The act or process of guiding.
definition b. The direction provided by a guide
c. Advice on vocational or educational problems given to students
Cambridge Dictionary Guidance is providing help and advice about how to do something or
definition about how to deal with problems connected with your work, education, or
personal relationships.
(Kinara, 2008) Guidance is
a) An integrated, organized and creative process, which is useful and
applicable to all spheres of life.
b) A process aimed at ensuring all-round development of the recipients so
that they can solve their problems themselves.
c) Aids the process of self-discovery in the recipients, and help them to
develop their own personality, point of view and unique point of view
and unique way of handling problems.
d) Assistance provided by professional counselor in an organized, scientific
and professional activity.
Explanation.
Guidance is the help given by a person to another in making choices and
adjustment and solving the problems. Guidance aims at guiding the recipient
in growing in his independence and ability to be responsible for himself. It is
universal not confined to school or family. It is found in all spheres of life- in
home, in business, industry, in Govt:, in social life, in hospital and prisons,
indeed, it is present wherever there are people who need help and wherever
there people who can help.
JM Brewer Guidance is a process through which an individual is able to solve their
problems and pursue a path suited to their abilities and aspirations.
Stoops and Wahl Quist Guidance is a continuous process of helping the individual development in
the maximum of their capacity in the direction most beneficial to himself and
to society

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Hamrin & Erikson Guidance is an assistance made available by a competent counselor to an

individual of any age to help him direct his own life, develop his own point of
view, make his own decision & carry his own burden.
Ruth Strang Guidance is a process of helping every individual, through his own effort to
discover & develop his potentialities for his personal happiness & social
usefulness.

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Handout 21.3
Need of Guidance

Guidance is based upon the fact; human beings need help. Everyone needs assistance at some time in their
life, some will need it constantly, while others require in only at rare. The following are four kinds of
guidance
a) Psychological need
b) Philosophical need
c) Sociological need.
d) Educational need

a. PSYCHOLOGICAL NEED
Psychological researches have established that no two individuals are alike. Individuals differ from one
another in physical and mental traits. Individual traits have to be analyzed for the purposes of education.
One should know what types of differences will lead to what result. A scientific basis for the allocation of
courses and occupations has to be evolved. For example, secondary school student demands from his
educators more than formal instruction and group evaluation, sympathetic understanding and individual
attention due to his peculiar traits manifested in his growth. Guidance helps us to apply new psychological
insights into the nature of the individual. Following are the key areas of the Psychological needs:
1. Individual Differences
2. Guidance Needs at different stages of development
3. Development of health personality
4. Making the most of available opportunities

b. PHILOSOPHICAL NEEDS/ BASES OF GUIDANCE

The Preamble of the Pakistani constitution bears evidence to commitment to the individual. Respect
individual dignity for each individual is exposed in the 'Fundamental Rights'. provides each individual the
freedom to choose and equal opportunity. Freedom involves awareness of the alternatives provided
education which students learn by operating in a truly democratic atmosphere. It requires an inward state
of mind, where individuals refuse to act under fear, pressure or any mechanical habit of mind. schools
create an environment and provide facilities to let the individuals blossom out to be creative. The students
should pass out of the school with understanding of life, intellectual and spiritual assurances and
understanding of themselves. This is possible only through guidance. Guidance is postulated upon freedom
of choice. It is intended to an individual to help him understand himself.

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c. SOCIOLOGICAL NEED
Today, industrialization has changed the entire social pattern. Various kinds of explosion such as
population explosion, knowledge explosion, technological explosion and explosion of rising expectations
have given rise to unprecedented problems of adjustments which are grave causes of maladjustment
among various sections of society. These problems must be solved satisfactorily. Guidance is needed for
bringing about proper adjustment. At home and community are inadequate to meet the challenges of new
times, educational institutions must come forward for equipping the youth properly and adequately. All
these factors require to help young men in the difficult art of social adjustment.
1) Guidance is need for Proper Use of Human energy
2) Guide and changes in religious and moral belief
3) Guidance and extension of democracy
4) Lack of guidance at home

d. EDUCATIONALNEEDS
As there are intellectually gifted, educationally backward and students of a wide range of varying abilities,
a classroom teacher is confused over ways and means of providing equality of opportunity of every pupil.
Compulsory education, increasing enrolments, high percentage of dropouts and failures, the problems of
wastage and stagnation, different streams require a well-organized programme of guidance in schools
which may enter into all phases of student life. A well-organized program of guidance serves in following
ways.

1. To helps students, having poor academic background

2. To help in proper selection of courses
3. To help in proper selection of careers
4. To minimize wastage of school resources
5. To help exceptional children.

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Handout 21.4
Principles of guidance
A) Principles of guidance
1. A slow process. As it requires a considerable time to make suitable adjustments, the counsellor or the
guidance worker needs time to understand the counselee who has a complex personality and who may
be confronted with an intense problem.
2. A continuous process. Individuals are beset with problems throughout their lives. Guidance is a
continuous process. World is changing fast, new and altogether new problems come to the forefront
and an individual requires guidance for the solution of these problems. However, as the individual gains
maturity, he requires less assistance from his counsellor.
3. Development of the insight of an individual. The counsellor should help the individual so that the latter
may gains his own insights, accepts responsibility, develops the feeling of self-confidence and
ultimately makes his own decisions.
4. To consider most individuals as average normal persons. The counsellor is not interested in serving
individuals who are normal. The services of the guidance workers are available to all. The counsellor
would do well to refer cases of abnormal nature, i.e., extremely slow learners, emotionally unstable,
etc., to child guidance clinics where the services of appropriate specialists are available.
5. Problems of guidance arise out of situations. As the present problems have their roots in the past, the
guidance worker is required to go into the past history of an individual who is in need of assistance. The
guidance-worker must be aware of the difference between symptoms and causes. For example, if there
is a child who is known as a "bully", the symptoms may be summed up as over-aggressiveness, but the
underlying cause may be discovered in the fact that child in the past has developed the feeling that he
was a rejected child and had no place in the family or school and he wanted recognition and
acceptance. Thus, 'why', 'how' and 'when' should be discovered when a problem
6. Guidance problems are interrelated. The personality of an individual is a complex and integrated
whole. He is not a disembodied mind, nor is he a body without a mind, he is a psychological organism
in constant interaction with a complex array of environmental forces. He responds to his environment
as a •whole being'. Hence, educational, vocational and personal problems are interrelated.
7. Based on individual differences. As the individuals differ in native capacity, ability and interest,
guidance is required for every one separately.
8. Based on planning. Adequate time is required for planning guidance activities during and after School
hours.

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9. Based on a rigid code of ethics. It needs as that every worker who has access to the confidence of the
student should establish and follow a rigid code of ethics.
10. Related to the total development of the student. As guidance is related to the total development, all
round harmonious development is the basic aim of guidance.
11. Guidance services must be an integral part of the school organisation. These should not be treated as
an isolated work to be left to the counsellor alone. All or most of the members of the staff should take
a keen interest and active part in assisting students to solve their problems. Guidance work should be
closely integrated with the work done by other agencies engaged in child development work.
12. Guidance and instructional activities are complementary, these activities are interdependent and
reciprocal.
13. It is an organised service. Guidance is not an incidental activity of the school. It is a service which is
borad-based and has a definite purpose.
14. It is both a specialised and a generalised service. Everyone in the educative process — the teacher, the
parent and the counsellor — has an important role to play. For its proper functioning guidance services
require the help of a specially trained staff. These specialised personal assisting in student guidance
work would include the school counsellor, school psychologist, school social worker, child welfare
worker, school physician, school psychiatrist, curriculum placement worker, coordinator of school
activities.
15. It is meant for all. A guidance programme is not meant only for those who seek it. It must reach the
entire student community without their asking for it.
16. It is based on educational objectives. The guidance programme must be based on the educational
objectives which in their turn reflect the aim and purpose of a society.
17. Its tools should be as perfect as possible. Proper tools and guidance facilities are essential for proper
guidance service.
18. It is a specialised service. A guidance programme needs the services of a qualified and trained
counsellor.
19. Flexibility. In terms of educational and community needs a guidance programme is flexible.
Its special cases are referred to experts. Assistance and guidance of experts is obtained when there are
special cases needing guidance and counselling.
20. In it standards of ethics are observed. Secrecy should be observed in using personal information and
records in counselling.

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21. Objective data are used in it. Scientific attitude is observed in obtaining and using data.
Its work is separated from routine clerical and administrative work. The counsellor should not be given
duties of purely clerical and administrative nature of work.
22. Its work is subject to periodicals evaluation. Periodical appraisal is very essential for effective and
improved guidance and counselling programme.
23. Holistic development of individual: Guidance needs to be provided in the context of total development
of personality. Guidance deals with the development of the whole person. It does not only focus on the
learner’s academic achievement. But should also focus on different aspects such as social and physical
aspects (Thungu et. al. (2010).
24. Recognition of individual differences and dignity: Each individual is different from every other
individual. Each individual is the combination of characteristics which provides uniqueness to each
person. The dignity of the individual is supreme. The respect for others should come naturally and
should not be affected by titles, sex, age or appearance.
25. Guidance is concerned with Individual Behavioural Processes. It helps the individual gain better control
over his/her own behaviour such as likes, dislikes, tendencies and weaknesses. In this principle the
guidance worker uses tools such as: personal interviews, counselling relationship, test interpretation
sessions.
26. Guidance Relies on Cooperation, Not on Compulsion (Force). Client should not be forced. The client
should consent by either explicitly asking for help or implicitly hinting.
Similarities of Guidance and Counseling:
• Both are helping services
• Both aim at solving problems
• Both are principled activities

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Handout 21.5
Differance between guidance and counseling

Guidance is a kind of advice or help given to the individual’s especially students, on matters like choosing a
course of study or career, work or preparing for vocation, from a person who is superior in the respective
field or an expert. It is the process of guiding, supervising or directing a person for a particular course of
action.
The process aims at making students or individuals aware of the rightness or wrongness of their choices
and importance of their decision, on which their future depends. It is a service that assists students in
selecting the most appropriate course for them, to discover and develop their psychological and
educational abilities and ambitions. Guidance results in self-development and helps a person to plan his
present and future wisely.
Definition of Counseling
The term counseling is defined as a talking therapy, in which a person (client) discusses freely his/her
problems and share feelings, with the counselor, who advises or helps the client in dealing with the
problems. It aims at discussing those problems which are related to personal or socio- psychological issues,
causing emotional pain or mental instability that makes you feel uneasy. The counselor listens the
problems of the client with empathy and discusses it, in a confidential environment. It is not a one day
process, but there are many sessions.
Counseling is not just giving advice or making a judgement, but helping the client to see clearly the root of
problems and identify the potential solutions to the issues. The counselor also changes the viewpoint of
the client, to help him take the right decision or choose a course of action. It will also help the client to
remain intuitive and positive in the future.
Key Differences between Guidance and Counseling in schools
The significant differences between guidance and counseling are given in the following points:
1. Advice or a relevant piece of information given by a superior, to resolve a problem or overcome
from difficulty, is known as guidance. Counseling refers to a professional advice given by a
counselor to an individual to help him in overcoming personal or psychological problems.
2. Guidance is preventive in nature, whereas counseling tends to be healing, curative or remedial.
3. Guidance assists the person in choosing the best alternative. But counseling, tends to change the
perspective, to help him get the solution by himself or herself.

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4. Guidance is a comprehensive process; that has an external approach. On the other hand,
counseling focuses on the in-depth and inward analysis of the problem, until client understands and
overcome it completely.
5. Guidance is taken on education and career related issues whereas counseling is taken when the
problem is related to personal and socio-psychological issues.
6. Guidance is given by a guide who can be any person superior or an expert in a particular field. As
opposed to counseling, which is provided by counselors, who possess a high level of skill and
undergone through professional training.
7. Guidance can be open and so the level of privacy is less. Unlike counseling, wherein complete
secrecy is maintained.
8. Guidance can be given to an individual or group of individuals at a time. On the contrary, counseling
is always one to one.
9. In the guidance, the guide takes the decision for the client. In contrast to counseling, where the
counselor empowers the client to take decisions on his own.

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Worksheet No. 21.1

Nature of Guidance
Definition by Merriam dictionary
a. The act or process of guiding. b. The direction provided by a guide
d. Advice on vocational or educational problems given to students
Q.1 Write down the nature of guidance from this definition
A. _____________________________________________________________
Definition 2
To provide help and advice about how to do something or about how to deal with problems
connected with your work, education, or personal relationships.

Q.2 Write down the nature of guidance from this definition

A.________________________________________________________________
Definition 3
Assistance provided by professional counselor in an organized, scientific and professional activity.
Q.3 Write down the nature of guidance from this definition
A. __________________________________________________________________

Definition 4
Guidance as a process through which an individual is able to solve their problems and pursue a path
suited to their abilities and aspirations
Q.4 Write down the nature of guidance from this definition
A.___________________________________________________________________
Definition 5
Guidance is a continuous process of helping the individual development in the maximum of their capacity
in the direction most beneficial to himself and to society.
Q.5 Write down the nature of guidance from this definition
A.___________________________________________________________________
Definition 6
Guidance is an assistance made available by a competent counselor to an individual of any age to help
him direct his own life, develop his own point of view, make his own decision & carry his own burden.
___________________________________________________________________________
Q.6 Write down the nature of guidance from this definition
A.________________________________________________________________

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Definition 7
Guidance is a process of helping every individual, through his own effort to discover & develop his
potentialities for his personal happiness & social usefulness.
Q.7 Write down the nature of guidance from this definition
A.__________________________________________________________________
Definition Knapp.
"Learning about the individual student, helping him to understand himself, effecting changes in him and
in his environment which will help him to grow and develop as much as possible — these are the
elements of guidance."
Q.8 Write down the nature of guidance from this definition
A.__________________________________________________________________

Definition 9Chisholm.
"Guidance seeks to help the individual discover his own talents in comparison to the opportunities of
the world and helps him prepare himself so that he can find or develop a place in which he can live a
well-balanced life and contribute his part of his fellow man."
Q.9 Write down the nature of guidance from this definition
A.__________________________________________________________________
Definition 10 Ruch and Segel.
"On the elementary school level, guidance is predominantly educational guidance, broadly viewed as
encompassing the objectives of physical and mental health, well-rounded social development, proper
use of leisure time and mastery of the fundamental school processes."
________________________________________________________________________
Q.10 Write down the nature of guidance from this definition
A.________________________________________________________________________

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Worksheet 21.2
Case studies
Serial Cases Technique to be used for
number guidance and why?
1 A Student is interested in math and physics while 1. Type of guidance provided:
not good at biology and chemistry. His/Her father
is seriously interested in medicines. He/she is
confused whether to obey his/her father’s
decision or to decide according to his own will. 2. Give your own Suggestions
for guidance:
2 A student decides to meet the principal of his 1. Type of guidance provided:
school to discuss future prospects. The principal
searches the interest of the student and suggests 2. Give your own Suggestions
accordingly (Pre-engineering). The principal for guidance:
shares his conversation with the student’s parents
and convinces them to allow their son to follow
his career choice.
3 Sheraz lives in Kohat city. He is a brilliant student 1. Type of guidance provided:
and his father is a Govt. servant. His father is
transferred to another district. Sheraz is very 2. Give your own Suggestions
upset and feels uncomfortable in the new school. for guidance:
Aslam is a teacher inSheraz’s new school, he
notices that Sheraz is disturbed and develops a
bond of friendship with Sheraz. The teacher tries
to help Sherazad just in new school. After a few
weeks, with the teacher’s efforts, Sheraz feels
comfortable in the new school.
4 The village Zandani is far flung and backward area 1. Type of guidance provided:
in district DIKhan. The feudal lord of this village is
one of the biggest hurdles in education. Mr. 2. Give your own Suggestions
Nawaz is a social activist and works for the for guidance:
improvement of educationin his district. He brings
awareness among the people of Zandani about
education as their basic right. He also motivates
the feudal lord that prosperity comes only
through education in any area.

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Worksheet 21.3
Comparison between Guidance and Counseling

BASIS FOR COMPARISON GUIDANCE COUNSELING

Meaning

Nature

Approach

What it does?

Deals with

Provided by

Privacy

Mode

Decision making

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Session 22: Educational Psychology Time: 120 Minutes

Unit 6
Guidance in Schools

Topic / Sub Topic

• Role and functions of Guidance in Educational Program
Objectives of the Session
The trainee teacher will be able to:
• Recognize the role of Guidance in Educational program
• Demonstrate the role as a guide for solving students’ problems.
Teaching Aids
Markers, white/black writing board, Charts

Required Resources
• Handout 22.1
• Worksheet 22.1
Introduction of the Session 5 minutes
• Introduce the session by asking:
o What else teacher do besides teaching classroom subjects?
Try to elicit the following points:
o Discuss / solve behavior problems, contact with students’ parents, solve financial problems
of the students, extend extra support in academic activities etc.
o After a short discussion announce the topic that today we are going to explorerole of
guidance in schools.
Instructions/Activities

Activity 1: 45 minutes
• Start brainstorming activity to grasp the attention of the trainees towards the role of Guidance.
• Make four groups A, B, C, D.
• Explain that group A will read part A of the Handout 22.1, group B part B and so on.
• After reading and discussion, make new groups in such a way having at least 1 member from each
of the previous groups.
• Working in new groups every member will share his/her task till all the topics from A – D are
discussed.
• Ask them to prepare a presentation for sharing in large group.
• Take a presentation and invite other groups to make necessary corrections.
• At last summarize all the different roles of guidance before the trainee teachers.

Activity 2: 50 minutes
• Explain the trainee teachers that after identifying the role of guidance in schools it is necessary for
them to know about the various problems of the students, moreover they also need a skill to
provide guidance to students to solve their problems.
• Write the following on the writing board.

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o What are some of the common problems of students in the schools?

o Expected Answers:

• Appreciate their ideas and explain that a teacher needs to play his/her role for guidance to address
these problems.
• Ask that they are going to prepare and demonstrate a role play for exhibiting their skills as a guide.
• Make four groups of the trainee teachers.
• Identify some problems, their students may encounter, and write them on four strips of paper as
following.

A. Some students in your class are facing family poverty problem

B. A student remain absent mostly and legging behind in class/homework

C. There are few students who always disturb other student during class time

D. There is a student who is very good in studies but always hesitate to come in front for
presentation or answering what is asked by teacher
• Assign one situation to each group i.e. situation A to group 1, B, to group 2 and so on.
• Ask them to take some time to understand the situation and prepare a Role play focusing on:
o How they identify the problem
o What they planned for intervention
o How they are going to provide guidance to the students
• After some time ask them for presentations through role play.
• Also instruct the other groups that they will observe the role play carefully for giving positive
feedback.
• After each role play encourage discussion for improvement.
• Appreciate their efforts and conclude the activity by explaining that “guidance means helping
students to achieve the educational and social goals as well as support them in holistic
development”. Therefore, every teacher needs to be aware of the functions, types and role
regarding guidance in schools.
• Ask that they can also use the additional links given in the tabs for further guidance.

Additional Learning Material

• https://books.google.com.pk/books?id=I_T-
aT4Qa6IC&printsec=frontcover&dq=Role+of+Guidance+and+counselling&hl=en&sa=X&ved=0ahUK
EwiYkOmb1rblAhXlQEEAHdlmByAQ6AEIPDAD#v=onepage&q=Role%20of%20Guidance%20and%20
counselling&f=false

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• https://books.google.com.pk/books?id=n_xNqxbnazEC&printsec=frontcover&dq=Role+of+Guidanc
e+and+counselling&hl=en&sa=X&ved=0ahUKEwiEspLZ17blAhXTShUIHU8wCt04ChDoAQgkMAA#v=
onepage&q=Role%20of%20Guidance%20and%20counselling&f=false

Assessment 10 minutes
• Ask the following questions and try to take responses from maximum participants.
• How can you perform the role of a guide effectively?
• Can the process of teaching and learning improve, if a teacher performs the role as a guide? Give
reasons to justify your answer.
Home Assignment: 05 minutes
• Think about a specific student in your class having any kind of educational / physical / family
problem.
• Write a brief description of the problems and how you identified them.
• Your measures as a guide to cope up with that problem.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Group activity
• Discussion
• Brainstorming
• Role play
• Jigsaw method
• Question and Answer techniques

Reflection on the Session 05 minutes

• What new ideas about the roles and challenges of Guidance did you get in today’s session?
• What new ideas were shared to resolve students’ problems?
How can a teacher adopt the role of a guide in the class along with his/her teaching learning
activities?
• What role can teachers play in improving Guidance services in the class?

References
• http://www.scientiasocialis.lt/pec/node/287
• https://www.researchgate.net/publication/324209919_The_role_of_Guidance_and_Counselling_in
_effective_teaching_and_learning_in_schools

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HANDOUTS
Handout 22.1
Role of Guidance in Schools
In any learning institution, counselors form an essential part of the organization since they serve as key
persons to whom students can turn to for help on matters related to general challenges facing a teenager
both in school and out of school. With the too academic oriented education system characterized with
exam cheating and results irregularities, students are likely to find themselves faced with difficult decisions
to make concerning career choices. Pressure from parents, lack of proper Guidance and scarcity of jobs in
preferred sectors can be quite overwhelming for a child unless guided appropriately. Apart from career
choice, the students are also faced with other adolescent challenges such as relationships, rapid growth
and physical changes, peer pressure, addiction to drugs and alcohol, and the need for identity or to
“belong”. Across the nation, schools have continued to embrace use of GUIDANCE in an attempt to make
the student’s growth and development as smooth as possible. The school being a social place receives
children both from developed and developing communities with varied characteristics and behavior. The
GUIDANCE teachers have continued to play a crucial role in shaping the psychological, emotional, moral,
and spiritual and education development of students. They have looked after the welfare of the students
by assisting them to make decisions from a wide range of choices available. The department has
contributed positively to students’ academic life by influencing them into making right decisions. Though
schools may vary in terms of demography, location, social-economic status and demands, the need for
GUIDANCE remains the same and counselors must strive to meet the varied needs of the student, teacher,
and the school at large for the education system to realize realistic results. This can meaningfully be
achieved through the following roles of GUIDANCE in schools.
A) Integrated Development of the Student
Apart from intellectual development and academic excellence, there is need to ensure total development
of the child enabling him/her to easily adapt to the ever changing environment within the school and
outside school. Integrated development is essential as it prepares the student for sometimes tough choices
they have to make ranging from, study skills, academic achievement, and relationship with peers, teachers
and parents. The student being a social being interacts and shares facilities with others from different
socio-economic backgrounds therefore requires proper Guidance so as to develop qualities that facilitate
harmonious interaction. Though GUIDANCE has done a commendable job, a lot of emphasis has been
geared towards academic excellence. Schools therefore through proper GUIDANCE arrangements must
ensure that, apart from academic achievement, all the following aspects are developed in a student to help
them gain integrated development to cope with the situations they are likely to encounter.

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1. Academic Excellence: Education being the best livelier by giving an opportunity to the poor and needy
to rise in status, the school must guide the child towards academic excellence. With increased workload,
change in technology, and change in lifestyle, proper Guidance should be given to students to develop
good study habits and gain enough confidence to prepare and sit for exams. In some cases the counselor
has to give specialized attention to manage crisis such as lack of concentration, poor performance,
difficulty in comprehending certain subjects or just lack of interest in schooling on the part of the student.
The work of the counselor goes beyond excellence at the school level as proper Guidance to the child
would ensure they explore all avenues of academic excellence including preparation for careers,
scholarships, interviews and the competitive job market. Students from financially low backgrounds are
likely to be affected even further because of lack of fees therefore would need Guidance concerning
availability of bursaries and sponsorship which they can take advantage of to better their chances of
upward mobility.
2. Career Choices: Though academic excellence has been referred to part (a) of point one above, a
student’s professional world forms an essential part of his/her life. It is one thing to pass exams and
another to have a career that allows one to meet the demands of the job market and the society at large.
As noted by, counseling has become more focused on developing students’ competency not only in
academics but also in careers. To plan and build a career, a student must be helped to form an integrated
picture of themselves and their role in the professional world. Investing in education becomes meaningful
when the end product gives returns to the individual, government and the society. A student must
therefore be helped to have a clear perspective of the changing society and realize their assets and
limitations so that they set attainable goals and make their education meaningful to the individual and the
society at large. This would go along way in curbing high levels of education inefficiency where graduates
lack employable skills leading to educated unemployment that the current education system is
experiencing. Kiumi and Chiuri notes that, efficiency in education is achieved if the education given yields
desirable results to the society and its constituent individuals.
3. Social and Moral Life:
A school being a place where people from heterogeneous background meet for a common goal, it is
essential for the counselor to make proper arrangements to give adequate social adjustment to the
students. The students must be well equipped to face and rise above the situations they encounter in
relationship to peer pressure, social behavior, making new friends; being leaders among themselves e.t.c.
that has characterized our schools today. A counselor must get time to guide the students against anti-
social behavior which is bound to affect performance. Listening to the students gives the reassurance, self
confidence and a strong self-image.

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4. Health and Nutrition: Through both formal and informal programmes on health education, nutrition and
exercise, the GUIDANCE unit in secondary schools can help guide and instill hygienic practices, eating
habits and sanitation in students to ensure improved health, nutritional status and body physique. Earlier
researches have shown that, human development encompasses education and training, better health and
nutrition, and reduction of fertility, each of which makes its own important contribution to human
development. Together, these elements form “a seamless web” in which the links and relationships
considerably enhance the productivity of investment in education. GUIDANCE is to assist guide students
towards proper sanitation of dormitories, dining hall and the surrounding environment as a measure of
controlling diseases. Through the nurse, they can maintain proper health records and assist refer students
with medical problems that require attention beyond what the school can offer. Physically disabled
students and those with speech and hearing defects do require remedial measures to help them cope with
the situation and enjoy their learning. This has been addressed through the establishment of GUIDANCE in
schools.
5. Students’ Personal Problems:
These may be as varied as the total number of students in the school. When students fail to live up to their
expectations, they are likely to develop feelings of incompetence and insecurity that can easily disturb
their mental equilibrium resulting into low achievement. The most common of these problems may include
disappointing memories, strained relationships with teachers, parents or other students, inferiority
complex, emotional conflicts and lack of sense of belonging.
6. Co-curricular Activities: Students need proper Guidance so that out of class time is well utilized and
geared toward meaningful development of the child. Such activities can be well organized to provide an
opportunity for the student to develop a positive inter-personal character. Lack of proper utilization of
such “free” time can cause a student to deviate into anxiety and end up using their time on anti-social
behavior to release stress and other emotion related problems. This is a common phenomenon in our
schools as more and more parents seek to have their children exempted from curricular activities which
they view as a waste of time.
B) To Help Shape the Students’ Professional World
With the rapidly changing labour market trends, world of work, job requirements and altered market
conditions, there is need to guide the students towards setting of meaningful occupational goals. The
students should be given relevant information concerning career choices and labor market requirements.
Through careful understanding of the student, GUIDANCE can help the student choose careers that are
consistent with his/her ability. Students have to be helped in developing an integrated picture of
themselves and of their role in the professional world. Left on their own, the students may not know much

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about the job prospects of what they study, majority of them still look forward for white collar jobs
forgetting the ever changing world of technology which has turned many blues white. Education should be
made more meaningful to the child then and thereafter and avoid accumulation of papers and certificates
that may not help the child to fi t in the labour market. A student should pursue education with a clear idea
of what they will be to ensure efficient use of human resources. Currently schools are pre occupied with
mean scores and attainment of grade ‘A’ without much thought on possible combination and career
alternative for the child. A lot of talent in some of the students remains latent because of laying too much
emphasis on academic performance.
C) To Curb Indiscipline in Schools
Among the key issues was the discipline of the students which must now be carried out within the human
rights approach, the administration must make decisions with this in mind so as not to violate the rights of
the child. The removal of the cane has made it even more challenging considering the new breed of young
people in the society and in our schools. Principal is a tough job these days, she further comments, on
average, school students have access to more information, both good and bad, and they believe they know
their rights therefore can challenge the authority. With a liberal society that prefers to give advice and not
show the way and many parents wanting disciplined children and not willing to make tough choices, the
youth find themselves faced with serious challenges concerning their discipline. The guiding and counseling
unit therefore has a task to help direct students and give them a sense of direction, purpose and self
fulfillment geared towards all round excellence performance. Most of the secondary schools across the
country are dotted with drug abuse, alcohol, peer influence, poverty, in disciplined children, orphaned
children, lesbianism and worse of all HIV/AIDS which make it impossible for the child to cope resulting into
academic, social and spiritual stress. Peer influence is quite rampant necessitating the need for counselors
to provide useful information that can shape the character of the students.
D) Ensure Sound Social and Moral Development of the Students
In a school set up, we cannot consider the student in isolation; they interact with others and face different
situations in life which may be easy to tackle or sometime requiring tough choices to be made. If not well
guided, this could easily lead to problems of adjustments which cause unrest in the child who may find it
difficult to cope. The situation is made worse by the fact that parents no longer play their role, parents
simply bundle their children off to school and pray that the principal’s magic wand will do the trick. Many
want the children disciplined but are never willing to make tough choices, the task is presumed to be the
teachers’. The school must therefore look for ways of equipping the child with problem-solving skills
without interfering with academic performance. In the same set up, we have children from disadvantaged
sections of the society with varied experiences that may make it difficult for them to cope with peers,

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teachers and the environment. This may range from poor communication, low class participation,
withdrawal, depression and lack of interest in co-curricular activities. If not helped, such factors can affect
a child’s performance not only academically, but the total wellbeing and development of the child.
Guidance and counseling is needed for such students to enable them utilize the available opportunities and
realize their full potential. Apart from facing difficult situations, the school is also likely to have children
with special needs such as physically handicapped, slow learners, adapted, bereaved e.t.c., such children
require support to enable them accept their state and realize their full potentials irrespective of them
disability. Well planned educational programmes can help ease tension, anxiety and depression which
would otherwise affect a child’s performance. Spiritual nourishment is likewise essential so as to keep the
child morally upright. An extract from a report in the daily nation on Head teachers raise the alarm as
students riots become more violent, Ngare quotes parents as having said, “ We are raising the red flag.
Things are not right in our schools. There is no point of producing a bright but morally corrupt and in
disciplined youth” Added to that is rampant spread of devil worship in schools, students are bound to be
gripped by fear for lack of understanding what it all involves. They have to be given correct information
and a way out when handling such cases.

Source:
http://www.scientiasocialis.lt/pec/node/287
https://www.researchgate.net/publication/324209919_The_role_of_Guidance_and_Counselling_in_effect
ive_teaching_and_learning_in_schools

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Worksheet 22.1
Role of Guidance in Schools

A) Integrated Development of the Student

1) Academic Excellence:

Career Choices

2) Social and Moral Life:

3) Health and Nutrition:

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4) Students’ Personal Problems

5) Students’ Personal Problems:

6) Co-curricular Activities:

B) To Help Shape the Students’ Professional World

C) To Curb Indiscipline in Schools

D) Ensure Sound Social and Moral Development of the Students

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Session 23: Educational Psychology Time: 120 Minutes

Unit 6
Guidance in Schools

Topic / Sub Topic

• Counseling and its Principles
o Define Counseling, its characteristics and purposes
o Principles of Counseling
Objectives of the Session
After the end of the session, the trainee teacher will able to:
• Understand and define counseling, its characteristics and purposes.
• Comprehend and state the principles of counseling.
• Point out students that need counseling and guide them accordingly.
Teaching AIDs
• Markers, Writing board, Charts
Required Resources
• Handout 23.1: Counseling, its characteristics and purposes
• Handout 23.2: Principles of counseling
• Handout 23.3: Case studies
• Handout 23.4: Guide lines for teachers.
• Worksheet 23.1: (A,B,C)
Introduction of the Session 5 minutes
• Tell the trainee teachers that in todays’ session we will discuss counseling, its characteristics,
principles and guidelines for teachers.
Instructions/Activities

Activity 1: 15 minutes
Definition of counseling
• Ask trainee teachers to state their understanding of the term ‘counseling’
• Write down their responses on the writing board.
• Develop a simple definition of counseling from their responses.
Activity 2: 20 minutes
Characteristics and purposes of counseling
• Make three groups A,B and C.
• Ask the trainee teachers to open hand out 23.1 in their tablets.
• Assign topics to the groups according to their labels.
• Ask all the group members to discuss and take individual notes.
• Give them 10 minutes for the activity
• Reshuffle the groups making sure that each new group contains at least one member from previous
groups.
• Encourage them to share their ideas with the new group members.
• Visit each group and encourage them to participate by giving positive feedback
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• Sum up the activity by saying:

Counseling is a mutual relationship between the counselor who is professionally trained and a
client who needs counseling advice.
Activity 3: 20 minutes
• Divide the trainee teachers into two groups.
• Ask them to open Handout 23.2
• Equally divide the principles of guidance among the two groups.
• Ask them to discuss the assigned principles with the group members and prepare presentations.
• Randomly ask one of the group members to present.
• Windup the activity by saying a teacher needs to know about the principles of providing counseling
to the students so that appropriate help maybe provided at the appropriate time.
Activity 4: 40 minutes
• Ask to trainee teacher to open Handout 23.3
• Divide them into three groups A, B and C.
• Assign one case to each group ask them to watch the videos given in the link and take notes.
• Give them 10 minutes to watch.
• When they watched videos, ask them to open worksheet 23.1 and fill it according to their
understanding.
• Take responses Random from groups members about the activity.
• Take feedback from the trainee teachers.
• Windup the activity by saying,
Teachers should keep in mind that counseling a student requires the help of a properly trained
and skilled counselor although, we as teachers, are in the best position to identify students who
need possible counseling but we should always refer them to an expert and never try to indulge
in the counseling activity on our own.
Additional Learning Material
• https://www.merriam-webster.com/dictionary/counseling
• http://www.businessdictionary.com/definition/counseling.html
Assessment 10 minutes
• What is counseling?
• Why is the concept of counseling important for teachers?
• How do you know when a child needs counseling?
Home Assignment: 05 minutes
• Identify one student from your class who needs counseling and what will you do about it?
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Brainstorming
• jigsaw
• Group activity
• Discussion

Reflection on the Session 05 minutes

Ask the trainee teachers to write the reflections on current session. Keeping view, the answer of following
questions in mind.

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• What information in today’s session was new for them?

• How will they apply principles of guidance and counseling in their routine work?
• Ask the trainee teachers to take notes and bring it to the next session.
References
• https://books.google.com.pk/books?id=lafEC3V5XG0C&pg=PA2&dq=counseling+definition
• https://www.slideshare.net/nazumtin/councelling-54377672
• https://www.slideshare.net/EstherMaryMathew/principles-of-counceliing-techniques

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HANDOUTS

Handout 23.1
Group A. The meaning of Counseling
• Meaning of Counseling:
1. Counseling is not a process of giving advice, but it is a process of helping your patient who is
genuinely in need.
2. It aims to help an individual to be able to overcome his problem.
• Despite the fact that the terms guidance and counseling are used interchangeably, but both terms have
different meaning. In a family, parents counsel their children, doctors counsel patients, lawyers to
clients and teachers to students.
• Counseling is a mutual relationship between a counselor who is a professionally trained helper, and a
client who is a consumer of counseling services.
• Counseling is a professional relationship between a counselor who is professionally trained and a client
(counselee) who is seeking help to resolve a problem. (Okech and Ngumba 1991)
• Counseling is a face to face relationship between a client and a counselor in a confidential setting.
Counseling is a dynamic and purposeful relationship between two people who approach a mutually
defined problem, with mutual consideration of each other to the end that the younger or less mature
or more troubled of the two is aided to a self-determined resolution to his problem. Counseling
constitutes three activities like: I – Informing A- Advising and C – Counseling
3. Counseling is different from a casual conversation as it builds a professional relationship with the
patient.
4. It is totally FOCUSED, SPECIFIC and PURPOSEFUL.
5. Counseling is a long-term process and consists of professional communication.
6. What is Communication? It is a process in which there is exchange of thoughts, ideas and feelings. It
happens between two or more persons. It differs from casual communication.
7. Types of Communication – Verbal and non-verbal.
GROUP B. ROLE OF THE COUNSELOR:
• Informing: Here the role of the counselor is to give appropriate and correct information to the clients.
• Advising: The counselor suggests appropriate courses of action. Here the counselor offers several
options and recommends one according to your aim or interest.

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• Counseling: The counselor helps the students to clarify his needs, feelings or motivations so that he can
make the appropriate decision for himself. So you can think of these three activities as a continuous
spectrum of areas which merge into each other.
• Supportive Verbal:
1. Use language that patient understands.
2. Convey interest in him by remembering name or the problem he has told.
3. Use encouraging statements.
4. Give the needed information.
5. Use humour or other means to reduce tensions.
6. Speak slowly, softly and clearly.
• Non-Supportive Verbal:
1. Direct advising.
2. Criticizing blaming.
3. Scolding.
4. Discussing your personal problems.
5. Interrupting and imposing your own values.
6. Non-accepting patients feelings.
7. Asking direct and embarrassing questions.
8. Arguing.
9. Excessive curiosity in personal things.
10. Giving un-guaranteed reassurance.
11. Talking too much.
• Supportive Non-verbal:
1. Maintain suitable conversational distance.
2. Maintain proper eye contact.
3. Attentive body posture.
4. Use occasional gestures.
• Non-supportive Non-verbal:
1. Looking away frequently.
2. Inappropriate distance.
3. Looking bored and irritated.
4. Looking at watch and showing restlessness.
5. Unpleasant tone of voice.

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6. Unwanted or hating expressions.

GROUP C. CHARACTERISTICS OF COUNSELING:
According to the British Association for Counseling and Psychotherapy, the definition of Counseling
emphasizes many features of counseling such as:
• Counseling takes place in the confidential environment
• Counseling is a two -way process.
• Counseling is the private relationship
• There is a mutual relationship between the two individuals. Mutual respect between the two.
• Counseling is a professional relationship i.e. one of the two must be trained to assist the other.
Skills and Techniques of Counseling:
1. Listening skills—you should always listen carefully and not question the patient too frequently.
Allow him to ventilate through your listening.
2. Attending skill—your proper attention should be given to the patient to show interest and concern-
verbal and non-verbal.
3. Feedback—expressing the meaning of patient’s feelings and summarizing his problems.
4. Probing—focusing in depth on particular aspects of the situation.
5. Confronting—help the patient to realize his problems or help him to become aware of what he is
suffering from, by making proper statements.
6. Interpreting—presenting the alternative ways or angles to look at his situation.
7. Self-disclosure—share your attitude, opinions and experiences.
8. Non-dependence—do not make the patient dependent rather make him self-sufficient to solve his
problems independently.
9. Questioning—ask open ended questions so that the patients gets the clue to open up with you. Do
not ask too many close-ended questions.
10. Incomplete sentence—encourage the patient to complete the sentence if he is not able to do so.
11. Refocusing—if the patient is going off track or talking in circles get him back to maintain the theme
without hurting any of his feelings.
12. Silence—be with the patient’s feelings while he is crying and do not prevent him from crying. Let
him cry and ventilate himself.
13. Connecting—show connection between thought, behaviour and result or effect of what has gone
before.

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Handout 23.2
Principles of Counseling
1. Human Beings are Basically Self-Determining Creatures. Human beings have an innate desire for
independence and autonomy. They have the ability to control their own destiny and to be fully
responsible for their actions.
2. A Client Should Move Towards a Greater Level of Self-Acceptance and Self-Understanding. Aim to excel
more.
3. A Client Should Develop a Greater Level of Honesty in Respect to Himself. Client’s real self should
resemble the ideal self (one would like to be). Self-Concept (the wayindividuals perceive themselves)
should be congruent with their experiences.
4. Objectives should bebased on the Clint’s Need and Not the Counselor’s. Guidanceis a client centered. It
helps an individual to make a wise and informed decision.
Principles of Counseling:
1. Principle of acceptance—accept the patient with his physical, psychological, social, economical and
cultural conditions.
2. Principle of communication—communication should be verbal as well as non-verbal and should be
skilful.
3. Principle of empathy—instead of showing sympathy put yourself in patients shoes and then give
reflections accordingly (Empathy is ability to identify with a person.)
4. Principle of non-judgmental attitudedo not criticize or comment negatively regarding patient’s
complaints.
5. Principle of confidentiality—always keep the patient’s name, and the problem strictly secret and
assure the patient about the same.
6. Principle of individuality—treat each and every patient as unique and respect his problem as well.
7. Principle of non-emotional involvement—not getting emotionally involved with the patient and
avoid getting carried away with his feelings

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Handout 23.3

Group I: Anxiety: https://www.youtube.com/watch?v=jf404_H0r8Q

Group II: trauma: https://www.youtube.com/watch?v=VXfsoQMqlyY
Group III: https://www.youtube.com/watch?v=rcuD97bP6Ps

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Worksheet 23.3 (A)

After watching the video (Anxiety) answer the questions below:

Q1. What are the two most important points you picked up from the video?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Q2: Think of an example from your personal experience where a student faced anxiety. Now describe how
you dealt with the situation and steps you took to ease an anxious child.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Q3. What three pieces of advice would you give to your colleagues to alleviate anxiety in your students?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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Worksheet 23.3 (B)

After watching the video (Trauma) answer the questions below:

Q1: What parts of the brain would kick in if a teacher asks a shy student a sudden question, taking him/her
unawares?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________

Q2. In light of the video, give an example of how a child’s brain reacts to trauma. What can a teacher do to
assuage the traumatic experience of a child?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Q3. Think and write about a time when you faced trauma, what did you experience physically, emotionally
and psychologically? What helped you get over the experience?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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Worksheet 23.3 (C)

After watching the video (c) answer the questions below:

Q1. What is counselling and how can it help students get over anxiety and traumatic experiences?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Q2. How can a counsellor build confidence in a child?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Q3. Think about and write a personal experience where you were successful in counselling a child and
making them feel good about themselves or getting them to improve in what they were falling short of.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Handout 23.4
Guidelines for teachers
Know Your Limits

Although you are not expected to act as an amateur psychologist, you can function as a concerned and
understanding support person. In cases where you are uncertain about your ability to help a student,
however, it is best to be honest about this. Trust your intuition when you think an individual’s problem is
more than you can handle and the assistance of a professional is warranted.
Clarify Your Role

When you assume or are placed in the counseling role, role conflicts are possible. Some students will see
you as an authority figure, which may make it difficult for them to be totally straightforward. It may also
give your advice or opinion added “baggage,” if a student thinks it will influence his or her outcome in
your course. Other students will see you as a friend, complicating things when you need to evaluate their
performance in your class. If you feel role confusion or conflict, address it clearly by letting your student
know how you see your role.
Listen

Productive listening is a skill acquired with practice. When a student shares a problem or questions,
refrain from immediately imposing your opinion. Withhold advice unless it is requested; concentrate
instead on understanding the feelings and thoughts of your student (rather than your own). Allow the
student enough time and latitude to express their thoughts and feelings as fully as possible.
Help Clarify Concerns

Sometimes students simply need the opportunity to figure out what is bothering them without being
directly advised. You can help a student clarify their concerns by “mirroring” the feelings and thoughts
you hear expressed and by helping them define the area of concern as precisely as possible. Once both
you and the student understand the nature of the problem, you may then want to provide honest and
considerate feedback, if it is desired.
Offer Support

Offer support by directly expressing concern, understanding, and empathy, and conveying an attitude of
personal acceptance and regard for the student. Support does not mean you have to endorse every
action, thought, or feeling that a student shares with you; it simply shows that you care about their well-
being.

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Suggest Alternatives for Action

Students will often generate the best plans of action themselves, but you can help a student assess and
use both personal resources and outside support for solving problems. If requested, you can also suggest
alternatives. Try to do so, however, only after the person in need has exhausted his or her ability to
generate ideas. However, if the problem is merely a need for information, provide it or point the student
to someone who can.
Follow Up Your Efforts

If a student has made a decision or approached a conflict with your help, politely and nonintrusively
check back a few days or weeks later to get feedback on what has happened. Such information can be
rewarding if your help has been useful, and corrective if it has no

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Session 24: Educational Psychology Time: 120 Minutes

Unit7
Guidance in Schools

Sub Topic
• Organization of Guidance services in Schools
o Role, need, objectives and importance of organization of Guidance services in Schools
o Scope, principles and Limitation of organization of Guidance Service in Schools
Objectives of the Session
At the end of this session, the trainee teachers will be able to:
• Define organization of guidance services in schools.
• Discuss role, need, objectives and importance of organization of guidance services in schools.
• Compare and Contrast the roles on Handout24.1 with own context
• Share scope, principles and limitations of organization of guidance services in schools.
Teaching AIDs
Markers, Writing board, Charts and Dusters.

Required Resources
• Handout24.1: Define organization of guidance services in schools.
• Worksheet 24.1: Key stakeholders in the organization of guidance services in schools
• Handout24.2:Role of school guidance services.
• Handout24.3:Scope of organization of school guidance services
Introduction/Reflection of the Session 05 minutes
• Invite any 2-3 trainee teachers to present their reflections (one-by-one) on the activities and
teaching strategies practiced in the previous session.
• Introduce the topic of the day to the trainee teachers:
o Role, need, objectives and importance of organization of Guidance services in Schools.
o Scope, principles and Limitation of organization of Guidance Service in Schools.
Instructions/Activities

Activity 1 35 minutes
• Divide the trainee teachers into groups of four.
• Ask them to read and discussHandout24.1
• Fill Worksheet 24.1 after discussion.
• Ask each group to share their responses.
• Ask them to notice similarities and differences in qualities for each position.
• Invite one or two trainee teachers to talk about their personal experiences of counseling
services in their schools.
• Conclude the activity by addressing queries.

Activity 2 30 minutes
• Divide the trainee teachers into four groups and call them group A, B, C, and D.
• Ask them to open Handout24.2 in their tabs.
• Assign them the following tasks:

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o Group A: read Part-I of Handout24.2Role of Guidance Services in School.

o Group B: read part-II of Handout24.2Needs and importance of Guidance Services in School.
o Group C: read part-III of Handout24.2
School guidance Service at primary as well as secondary school level.
o Group D: read part-IV of Handout24.2Objectives of Organization of School Guidance
Services.
• Each group will read their respective part of the text in their home group.
• Prepare a summary chart with title ‘Expert Information Report’.
• Reshuffle the groups by calling 1, 2, 3 in each group separately.
• Tell them that all ones should get into one group and so on.
• These participants will share their own “Expert Information Report” with them.
• These participant will take the other group’s “Expert Information Report” with them as well.
• Now ask them to come back to their home groups and share the other groups, work with them.
• Conclude the activity by asking few questions about the text.
Activity 3 30 minutes
• Divide the trainee teachers into groups of eight
• Now divide each group into four pairs and call them pair A, pair B, pair C, and pair D.
• Assign part A of the Handout24.3 to pair A, part B to pair B and so on.
• Ask each pair to read and think on assigned part individually and then share with his/her
partner.
• Tell each to pair to share their understanding with other group members.
• Ask them to prepare a presentation of their group understanding.
• Invite two to three groups to share their work with the whole class.
• Deliver a mini lecture to summarize the activity.
Additional Learning Material
 https://www.google.com/search?q=organization+of+guidance+services+in+school&newwindow=1
&rlz=1C1GGRV_enPK793PK794&sxsrf=ACYBGNRsy_Ji-
HcLJ3JlZ1EIfzpgbSezGg:1572494986531&ei=il66Xf6WIInoUfaIvJgP&start=40&sa=N&ved=0ahUKEwj-
g9Wo0MXlAhUJdBQKHXYED_M4HhDy0wMIiQE&biw=1366&bih=625
 file:///C:/Users/PAKISTAN/Downloads/YoungRobertHume1969%20(1).pdf
Assessment 10 minutes
Ask the following questions from the trainee teachers:
• Why guidance services are necessary for any school?
• What types of guidance services do you arrange in your school?
• How do you manage guidance services in your school?

Home Assignment: 05 minutes

• Visit a nearby Primary/ secondary school if open and observe its guidance program. Prepare a chart
which shows the general organization of the program. Interview one of the teachers and analyze
his/her activities.
Teaching Strategies/ Tips for the Trainee teachers
Following strategies have been used in today’s session:
• Brainstorming
• Jigsaw
• Think pair and share

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Reflection on the Session 05 minutes

Ask the trainee teachers to write the reflections on current session. Keeping view, the answer of the
following questions in mind:
• What things are best and fruitful for the trainee teachers?
• Who is responsible to arrange the Organization of guidance services in school?
• Why is the concept of Organization of guidance services in school necessary for trainee teachers?
• How class teacher can play vital role in the organization of guidance services in school with other
stake holders?
References
 https://ecommons.luc.edu/cgi/viewcontent.cgi?article=2226&context=luc_diss
 https://www.slideshare.net/monikakalsi1/organization-of-guidance-programme-in-educational-
intuitions
 file:///C:/Users/PAKISTAN/Downloads/HerbothMayCatherine1948%20(4).pdf
 http://www.yourarticlelibrary.com/education/guidance-in-schools/organizing-guidance-services-in-
schools-need-principles-and-limitations/63675

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HANDOUTS
Handout24.1
Organization of Guidance services in Schools.
A) Definitions
1. Guidance services in schools include those activities which assist the students in achieving their
maximum potential for living a full, productive life that honors God, and which helps them to
achieve the self -understanding and self-direction necessary to make a maximum adjustment to
school, home, and community.
2. Guidance Program is a system of services designed to improve the adjustment of every person for
whom it is organized. Guidance Program is not a merely a specialized service, but becomes an
integral part of the educational system. It is responsive to the student’s needs and recognizes the
student as an individual. It aims to personalize and humanize the education of the student. It is a
collaborative work of the three pillars of the educational system, namely, administration,
instruction and guidance.

B) Key Stake holders in the organization of guidance services in school.

Following are the key stake holders, who are involved in the Organization of Guidance services in
Schools.
The Administrator
It is the administrator of the school system who should give the initial understandings of this program and
the over-all picture of what constitutes the guidance services. The administrator must not only give his
support, but he must also furnish the necessary machinery for the development of such services. The
responsibility and duty of the administrator "...is one of planning, organizing, and the coordinating of the
efforts of all, in order to place the appropriate emphasis on the guidance program." to achieve this goal.
The Principal
A Principal forms the head of the administrative team within a school and is responsible for overseeing the
daily operations of the institution. They coordinate staff schedules, oversee the development of curriculum
and enforce school policies relating to themes like discipline or safety. The Principal also coordinates staff
training days and works directly with students who need help meeting or setting goals. The Principal also
serves as the direct liaison between the school and the school board and is responsible for ensuring that
the school operates according to school board protocols. He may, however, delegate many of the duties
and even the authority to another, but it is important that he remains ex-officio the head of the guidance
services.

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The Counselor
Organization of the guidance program is something outside of the direct work of the counselor, yet there is
no one who can do more to ensure a good counseling program than the counselor. Since he has
presumably had special training in guidance procedures, he will be an important 12 member on the
guidance council. His knowledge of the entire field of guidance service and its application in specific school
systems will be invaluable, both in building up common understandings and in suggesting procedures for
the frame-work of the guidance program in this particular school.
The Home Room Teacher/ Tuition teacher
Since the home room teacher is in a position to know each pupil more intimately than any other teacher,
he obtains much information about the pupil in all his relationships: his attitudes, his studies, his difficulties
with teachers, his problems of discipline, his home conditions and environment, his associates in school
and out, his interests and abilities. He is, therefore, in a unique position to co-operate with the counselor.
In fact, in schools where a full-time counselor cannot be employed, the home room teacher is often chosen
to head the guidance program of the school. In the guidance program, he might well be expected to have
an important place in the guidance council and in working committees.
The Class Room Teacher
Too often the classroom teacher has considered himself only a subject teacher and has not been
concerned about pupils outside the classroom. In a guidance program where the personnel point of view
prevails the classroom teacher finds that he has a very definite place. Not only can he contribute to the
guidance program, but he finds that his participation in this phase of pupil development is a definite aid to
his teaching. Subjects take on a deeper, richer meaning. Better understandings of his pupils, their homes,
and problems open up new avenues of approach to their interests as well as explain causes of failure,
absenteeism, and school-leaving.

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Worksheet 24.1
Organization of Guidance services in Schools.
Task 1: Think about the descriptions of the various roles people play in schools in Handout 6.1 and discuss
how similar or different the following roles are in our school:

Administrator:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Principal:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Counselor:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

The Homeroom Teacher:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

The Classroom Teacher:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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Task 2: Think about all the above roles and identify two qualities that are a must for each of these
people. Give reasons for your choice.

ROLE Qualities Reasons

Administrator 1.

2.

Principal 1.

Counselor 1.

Homeroom Teacher 1.

Classroom 1.

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Handout24.2
Role, Need, objectives and importance of Guidance Services in School

A) Role of Guidance Services in School

As an integral part of education, guidance plays an important role in the schooling system. Attending
school is not our only target in the modern and complex world. Rather present school should take a lot of
initiatives and responsibilities to build its students properly. For which they would be able to shoulder their
careers in the right direction utilizing their potentialities to the maximum extent in relation to their
limitations otherwise they would not be considered fit to adjust and cooperate positively and perfectly in
educational, occupational, personal as well as social life. It is keenly observed that without proper guidance
services- no student has ever been able to maximize his talents and potentialities. Therefore, organization
of guidance services in the school has become an urgent need for the present society.
Mainly guidance services given in the school include all sorts of school guidance activities and programmes
which are meant for students in order to maximize their potentialities, achieve self-realization, self-
direction and self-development, choose suitable career plans, carry a satisfactory occupation, get job
satisfaction, make better adjustment in the home, school and community.
In fact the organization of guidance programme in the school is not a recent attempt by the developed
countries of the world. But in Pakistan, it has not got any clear picture and due status like other developed
countries. Only suitable saying and mere attempt of the same will not contribute fruitful result to students
as well as nation.
That is why careful attempts should be taken by the Government, related agencies, schools and concerned
personnel to receive grand success in the organization of the guidance programmes in the schools.
B) Need and Importance of Organization of School Guidance Service:
In past, school was considered as an institution to meet the literary ambition, to satisfy thirst for
theoretical information and knowledge, to spend leisure hours of the pupils. Unfortunately, at present the
same achievements are not enough for the students to survive in the ever-changing world. Keeping this in
view now- a-days schools should act for the preparation for the goals of students as well as education.
So it is natural that education should become a purposeful activity. It is not possible in the part of an
immature student to determine right goal of life and as such the goal of education. In this context,
Toynbee rightly remarks “a civilization survives only so long as it makes adequate response to the
challenges of its times”. So the students need effective school guidance services which would be organized
smoothly in the right way.

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C) School guidance Service at primary as well as secondary school level due to following needs:
i. It enables teachers to know the talents and potentialities of the students.
ii. It enables guidance workers to recognize the field and degree of interest and potentialities of
the students.
iii. It gives ample opportunities to find essential, reliable and authentic and scientific data on
students.
iv. It gives hints to the students to choose an appropriate career plan for future.
v. It helps students to find out a suitable occupation by which they can get maximum job
satisfaction.
vi. It offers adequate information and knowledge to the students for better adjustment in the
school and its surroundings.
vii. It provides proper knowledge and information to the school going children to adjust in the
home and its sphere.
viii. It provides knowledge and information the students to adjust in the community satisfactory.
ix. It helps parents and relatives to make a suitable career plan for better future of the children.
x. It helps in studying and understanding the students in regards to their natures, needs and
physical, intellectual, emotional and social abilities.
xi. It helps staff of the school to utilize and develop their knowledge, skill, self interest, and training
abilities for the same.
xii. It helps guidance personnel of the school’s guidance programme in considering their activities
and functions.
xiii. It gives ample opportunities to the students for achieving self-realization, self-direction and self-
development for a bright future.
xiv. It is a joint and concentrated venture of the headmaster, teacher, guidance personnel and
parents for the upliftment of students and society considering best possible use of available
community resources.
xv. It saves time, energy and money if the school guidance programmes are systematically
organized.
D) Objectives of Organization of School Guidance Service:
In-fact the students are the best human assets for the society. Aspiring for a better future of the students
and as well as nation it has become an urgent need to organize school guidance services in the school
keeping certain objectives. We can have a developed nation if the human resources of the country are
properly utilized and developed.

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Feeling this importance in the mind recently the school guidance services are taken into consideration for
this high time.
Certain aims and objectives of organization of school guidance service are stated below:
i. To understand the needs, demands, potentialities, interests, attitudes, aspiration and position
of the students.
ii. To assist students to understand themselves and develop self-concepts within them.
iii. To help students in framing future education plans.
iv. To assist students in determining their occupational choices.
v. To help students for satisfactory adjustment in the home.
vi. To assist students for better adjustment in the school.
vii. To help students for suitable adjustment in the community.

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