Concept of Teaching & Learning: Topic 1
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LookAtTheMan 2002Concept of Teaching & Learning: Topic 1
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LookAtTheMan 2002CONCEPT OF
TEACHING &
LEARNING
TOPIC 1
CONTENTS
01 02 03 04
TEACHING LEARNING PRINCIPLES OF TYPES OF
CONCEPT CONCEPT LEARNING LEARNING
01
TEACHING
CONCEPT
WHAT is the meaning of
Teaching?
WHO?
WHY?
WHEN?
HOW?
TEACHING CONCEPT
Edmund Amidon defined teaching as “an
interactive process, primarily involving
classroom
talk which takes place between teacher and
pupil and occurs during certain definable
activities”.
TEACHING CONCEPT
• Davis et al., Gagne et al. have contributed significantly
in defining this concept and their views could be
summarized as follows: Teaching is a scientific process,
and its major components are content, communication
and feedback.
• “Teaching is intimate contact between a more mature
personality and a less mature one which designed to
further the education of the latter”. Morrison (1934),
Dewey (1934) expressed this concept of teaching by an
equation. “Teaching is learning as selling is to buying”.
THE
SYSTEMATIC
PLANNING IN
TEACHING
PROCESS
TEACHING : A SYSTEMATIC APPROACH
Davis and Glaser (1962) have pointed out that the entire structure of
teaching has FOUR steps;
‘Step-1: Planning of teaching which includes content analysis,
identification and writing of objectives.
Step-2: Organization of teaching which indicates the teaching strategies
for achieving the objectives of teaching.
Step-3: Identification of suitable teachinglearning strategies for effective
communication of content.
Step-4: Managing teaching-learning, whereby the focus is on the
assessment of the learning objectives in terms of student performance,
and this forms the feedback to teacher and students.
Characteristics of Teaching
1. Teaching is an effective interaction between teacher
and students.
2. Teaching is both arts as well as science. Teaching is an
art as it calls for the exercise of talent and creativity.
Teaching as science involves a repertoire of
techniques, procedures and skills, that can be
systematically studied, described and improved. A
good teacher is one who adds creativity and inspiration
to the basic repertoire.
3. Teaching has various forms, like formal and informal
raining, conditioning or indoctrination, etc.
4. Teaching is dominated by the skill of communication.
Characteristics of Teaching
5. Teaching is a tripolar process; the three poles are,
educational objectives, learning experiences and change
in behaviour.
6. Teaching should be well planned, and the teacher
should decide the objectives, methods of teaching and
evaluation techniques.
7. Teaching is suggesting and not dictating.
8. Good teaching is democratic, and teacher respects the
students, encourages them to ask questions, answer
questions and discuss things.
02
LEARNING
CONCEPT
WHAT is Learning?
WHO?
WHY?
WHEN?
HOW?
LEARNING CONCEPT
Learning is a key concept of Psychology.
Learning phenomenon is very important for the
development of human beings. Various
psychologists have explained learning from a
different point of views. According to
behaviorists,
Learning is the modification of behavior as a
result of experience. The child brings changes in
his behavior after gaining experiences from the
environment.
LEARNING CONCEPT
• Everything a learner does or thinks is learning. Learning is a relatively permanent
change in behavior of the learner. It even brings changes in the personality traits
of the learner.
• According to Gestalt’s view,
“The basis of learning is to gain knowledge after observing the whole structure.
Responding towards the entire situation is learning.”
• Kurt Lewin has presented the field view of learning and explained
The learning as the direct cognitive organization of a situation. Motivation has a
significant role & place in learning.”
• According to Woodworth,
“The process of acquiring new knowledge and new responses is the process of
learning.”
• G.D. Boaz(1984) observes learning as a process. According to him
“Learning is the process by which the individuals acquires various habits,
knowledge, and attitudes that are necessary to meet the demands of life, in
general”
LEARNING CONCEPT BASED ON THE LEARNING
THEORIES
• Behaviorism is a learning theory that only focuses on objectively
observable behaviors. Behavior theorists define learning as nothing
more than the acquisition of new behavior based on environmental
conditions
• Cognitivism is a learning theory that focuses on the processes
involved in learning rather than on the observed behavior. As opposed
to Behaviorists, Cognitivists do not require an outward exhibition
of learning, but focus more on the internal processes and connections
that take place during learning.
• Social learning theory is a theory of learning process
and social behavior which proposes that new behaviors can be
acquired by observing and imitating others.
03
THE PRINCIPLES
OF LEARNING
EIGHT LEARNING PRINCIPLES BY PETER EWELL (1997)
1. First and foremost, the student is Actively Involved and participates
in his or her instruction. Information is not delivered to him or her,
rather the student creates it.
2. Thus, students have the opportunity to establish, test, and rework
Patterns and Connections as they "make meaning" out of learning
situations.
3. Learning does not occur in classroom settings only, nor is it
contained within the time frame of a lesson. Learning is Informal
and it can be acquired anywhere, at any time.
4. Because students are actively involved in creating their own
patterns and connections and because learning occurs in informal
settings, besides the classroom, it is inevitable that we will have
misconceptions. Direct Experience in a real context is required in
order to change or alter these preconceived notions.
EIGHT LEARNING PRINCIPLES BY PETER EWELL (1997)
5. If a learning situation is a Compelling Situation, which goes beyond a direct experience in
that the situation involves real consequences, then the learning will be more challenging
and interesting for the students.
6. Ewell stresses the importance of the incentive as well as the corrective role of Frequent
Feedback, which students should get from instructors and peers throughout the learning
process; without opportunity for practice, even well-learned abilities will go away.
7. Following the point about frequent feedback, Ewell emphasizes that the feedback will be
most effective if it is delivered in an Enjoyable Setting that involves personal interactions
and a considerable level of personal support.
8. Ewell presents Reflection, our eighth principle of learning, as a subcomponent of
Compelling Situation because as a learner discovers new connections while involved in a
compelling situation, Reflection is necessary to reach the point of deeper learning required
for this information to be used in future situations. In our model, Reflection becomes one of
the primary elements of learning because we feel that through reflection students can take
control of their own learning. The practice of reflection enhances self-assessment skills
that lead to recognizing what has worked and what needs to be improved. All of this leads
to transfer of learning to new settings and for long-term impact (Bransford et al., 1999, ch.
3).
04
TYPES OF
LEARNING
TYPES OF LEARNING BY ROBERT M.GAGNE
Learning guidance can be both effective and ineffective if the
role model, or instructor, is not fully aware of the learner’s
cognitive level.
(Gagné, 1984)
TYPES OF LEARNING BY ROBERT M.GAGNE
THANK YOU
