Learning & Teaching -II

Paper Code: 
24CEDU401
Credits: 
3
Contact Hours: 
45.00
Hours: 
Contact Hours (45) + Independent work (30) + Others (15) = Total Hours (90)
Max. Marks: 
100.00
Objective: 

This course will enable the student to

  1. explain the concept and approaches of learning
  2. learn about different classroom instructional strategies
  3. discuss the concept and types of educational technology
  4. analysis different teaching models
  5. get acquainted with the professional ethics of a teacher

 

Course Outcomes: 

Course

Course Outcome

Learning and teaching strategies

Assessment strategies

Course Code

Course Title

 

 

 

 

 

 

 

 

24CEDU401

 

 

 

 

 

 

 

Learning & Teaching - II

(Theory)

CO 25: Discuss different teaching strategies and organize learning in diverse classroom situations.

CO 26: Evaluate and apply different teaching models in classroom teaching.

CO 27: Distinguish between different perspective approaches to learning and in various context.

CO 28: Examine the concepts and types of programmed learning.

CO 29: Justify the role of the teacher as a professional.

CO 30: Contribute effectively in course- specific interaction.

Teaching strategies: Interactive lecture, Explanation.

 

Learning strategies: Self-learning assignments, Discussion,

Formative Assessment (30%): Class test- week 6, Assignment (1), Quiz

(2)

 

Summative Assessment (70%):

Semester end examinations.

 

9.00
Unit I: 
Learning: Perspectives & Approaches
  • Understanding learning, difference between learning and maturation.
  • Approaches to learning: Behaviouristic, Cognitive & Social Constructivist.
  • Learning in various contexts - Physical, Social, Motivational.

 

9.00
Unit II: 
Classroom Instructional Strategies
  • Teaching    Strategies:   Team-   Teaching,    panel                 discussion,   group    discussion, brainstorming, cooperative learning.
  • Organizing learning in diverse classrooms: issues & concerns.

 

9.00
Unit III: 
Programmed Learning
  • Meaning, objectives, characteristics, and assumptions of programmed learning.
  • Types of programmed learning-linear and branching: concept, principles, advantages and limitations.

 

9.00
Unit IV: 
Teaching Models
  • Teaching Models: meaning, definitions, characteristics, and fundamental elements of teaching model
  • Robert Glaser’s basic model of teaching
  • Suchman’s Inquiry Training model

 

9.00
Unit V: 
Teacher as a Professional
  • Teacher in Diverse Roles.
  • Teacher as an Innovator & Action Researcher.
  • Teacher as a Reflective Practitioner.
  • Professional development of teachers.
  • Teacher as facilitator and problem solver

Sessional Work (Any One):

  1. Preparation of at least 15 frames of linear programmed learning material on any topic.
  2. Preparation of an instructional plan based on any one teaching strategy (group discussion, panel discussion, team teaching)

 

 

Essential Readings: 
  • Mangal, SK. (2017). Learning and Teaching. Shipra publications
  • Dr. R.A. Sharma (2014) Teacher Education and Pedagogical Training. Vinay Rakheja publication
  • Rao, V.K; Reddy, R.S (2006) Teachers and Testing Techniques, Commonwealth Publishers, New Delhi
  • Dr. R. A. Sharma Teacher training Technology. Vinay Rakheja publication

 

 

References: 
  • Rao, V.K. (2006) Learning and Teaching, Commonwealth Publishers, New Delhi.
  • Rao, V.K; Reddy, R.S (2006) Teachers and Testing Techniques, Commonwealth Publishers, New Delhi.
  • Roblyer, M.D (2008) Integrating Educational Technology into Teaching, Pearson Education.
  • Saxena, Swaroop (2006) Technology of Teaching, R. Lall Book Depot, Meerut.
  • Sharma, Anuradha (2005) Modern Educational Technology, Commonwealth Publishers, New Delhi.
  • Sharma, R.A (2005) Programmed Instruction: An Instructional Technology, R. Lall Book Depot, Meerut.

E-resources:

 

 

 

Academic Year: 
2024-2025
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