Final Relationship of Teaching learning

Relationship of Teaching & Relationship of Teaching & learninglearning

Similarity/Links between two concepts

Differences between two concepts

Similarity/ Links Means –Ends Teaching is input for the process of

learning . No teaching without learning Interrelated Formal and Informal Conscious and Unconscious Common Aim Product of teaching and learning depends

upon nature of environment

Change in behaviour of teacher as well as pupils Intimately related: has independent existence Teaching is an art, learning also Teaching is not one sided Teaching is not an Independent Activity Teaching Methods are based on Learning

Principles

Learning Principles1. Students’ prior knowledge can help or hinder learning.2. How students organize knowledge influences how they learn and

apply what they know.3. To develop mastery, students must acquire component skills,

practice integrating them, and know when to apply what they have learned.

4. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning.

5. Students’ motivation determines, directs, and sustains what they do to learn.

6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.

7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning

Theories of Teaching are based on Learning Theories:

Cronbach view’s: can base teaching on learning Theories

Paradigms: Behaviorism Cognitivism Constructivism Design-Based Humanism

Formal Theory of teaching

Descriptive theory of teaching

Normative theory of teaching

1. Meutic Theory of teaching

2. Communication Theory of teaching

3. Moulding theory of teaching

4. The mutual enquiry theory

1. Theories of instruction

2. Prescriptive theory of teaching

1. Cognitive theory of teaching

2. Theory of teacher behaviour

3. Psychological Theory of teaching

4. General theory of teaching

FORMAL THEORY OF TEACHING (Philosophical Theory)

The theory which is based upon certain logic, certain metaphysical( ), epistemological( ), assumptions and propositions is known as formal theory of teaching.

Axiology = value education (Right /Wrong Education)

FORMAL THEORY OF TEACHING

1 Meutic Theory of Teaching This theory conceives that teaching

process helps to recollect or unfold that knowledge with questioning techniques.

The socratic’s method is an essential for this theory.

The heredity plays an important role in teaching process.

FORMAL THEORY OF TEACHING

2. The communication Theory of Teaching

This theory of teaching based upon assumptions that the teacher possesses all knowledge and information which student does not possess.

the teacher presents, explains, demonstrates and performs in the classroom.

FORMAL THEORY OF TEACHING

3 The moulding theory of teaching

John Dewey is the advocate of this moulding theory of teaching.

It has the focus on shape, form and mould of the students behavior.

human personality is formed, shaped and moulded by their environment.

FORMAL THEORY OF TEACHING

4. The mutual inquiry theory

This theory assumes that each individual has the capacity to discover new knowledge with mutual inquiry.

True knowledge is inquiry.

This theory of teaching is clearly applicable to research and art.

DESCRIPTIVE THEORY OF TEACHING

Descriptive theory of teaching is based upon certain propositions and certain observations.

DESCRIPTIVE THEORY OF TEACHING

Theories of Instructions 1. Gagne’s hierarchical theory of Instruction.

2. Atkinson’s Decision Theoretic Analysis for optimizing learning.

3. Bruner’s Cognitive Developmental Theory of Instruction.

THEORIES OF INSTRUCTIONSBruner’s Cognitive Developmental Theory of Instruction.

Bruner has specified four features

Predisposition to learn - A theory of instruction must be concerned with the experiences and context that will tend to make the child willing and able to learn when he enters the school

Structure of knowledge - A theory of instruction should specify the ways in which body of knowledge should be structured so that it can be most readily grasped by the learner.

Sequence of instruction – A theory of instruction should specify the most effective sequences to present the material

Reinforcement – A theory of instruction should specify the nature and pacing of rewards, moving from extrinsic rewards of intrinsic one.

PRESCRIPTIVE THEORY OF TEACHING

E. Stones and Morries have attempted to explain the nature of teaching with the help of three types of related variables:

The first phase includes the teacher in the analysis of the teaching problems and teaching tests before teaching takes place.

In the second Phase decision are made about the interrelationship of the variables deemed appropriate to teaching objectives

The third phase concerns with evaluating the effectiveness and workability of phase two

NORMATIVE THEORY OF TEACHING

The cognitive theory of teaching

1. Types of teacher’s activity –Adviser, counselor, motivator, demonstrator, curriculum planner and evaluator.

2. Types of educational objectives –Cognitive, Affective and Psychomotor.

3. Types of learning theories – philosophical theories of learning Psychological theories of learning

4. Types of components of learning - drive, cue, response and reward.

Gestalt Psychology (Tolman)

Animals could learn facts about the world that they could subsequently use in a flexible manner,

Tolman was an "S-S" (stimulus-stimulus), non-reinforcement theorist:

animals could learn the connections between stimuli and did not need any explicit biologically significant event to make learning occur. This is known as latent learning.

Stage Theory of Cognitive Development (Piaget) Su Piaget’s Stage Theory of Cognitive Development

is a description of cognitive development as four distinct stages in children:

Sensorimotor stage (Birth to 2 years old). The infant builds an understanding of himself or herself and reality (and how things work) through interactions with the environment. It is able to differentiate between itself and other objects. Learning takes place via assimilation

Preoperational stage (ages 2 to 4). The child is not yet able to conceptualize abstractly and needs concrete physical situations. Objects are classified in simple ways, especially by important features

Concrete operations (ages 7 to 11). As physical experience accumulates, accomodation is increased. The child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences

Formal operations (beginning at ages 11 to 15). Cognition reaches its final form.

The person no longer requires concrete objects to make rational judgements . He or she is capable of deductive and hypothetical reasoning. His or her ability for abstract thinking is very similar to an adult

Difference between Learning and Teaching

Learning possible without teaching Teaching is dependent and learning is an

independent activity. Teaching is two way but learning is one

sided activity Teaching is always interactive but learning

may/ may not be. Teaching can be observed but learning

can not be although tested. Teaching need communication but

learning need not.

Teaching is an art while learning is a skill. Teaching is goal based, while learning may/

may not be. Formal and Informal Conscious and Unconscious

References

Sharma. R.K. “Technological foundation of education”, Theories of teaching.

Mangal. S.K. “Advanced Educational Psychology”, Nature and theories of learning. PHI learning Private Limited. Pg.235 – 236.