Psychology Of Learner, Learning And Teaching ( अधिगमकर्ता का मनोविज्ञान,अधिगम एवं शिक्षण)

PSYCHOLOGY OF LEARNER, LEARNING & TEACHING

UNIT-1: LEARNER AS DEVELOPING INDIVIDUAL

• Concept of learning and teaching-Meaning ,scope,need and importance.
• Variables in the teaching process-The learning tasks (Instructional objectives), Learner behavior (Entry behavior, Learning style), Teacher behavior(Competence, Expectation, Personality and Teaching style).
• Learning theories -Trial & error, conditioning (classical and operant) and social learning, cognitive (insightfull learning and information processing model).
• Role of learner in learning situations.
• Role of teacher in teaching learning situation –Transmiter of knowledge, model,

facilitator, negotiator, co-learner.

UNIT-2: DEVELOPMENT AND LEARNING

• Meaning and principles of development, relationship between development and learning.
• Dimension of individual development: physical, cognitive, language, affective, social and moral, their interrelationships and implications for teachers relevent ideas of piaget, Erikson and Kohelberg).
• Stages of development: development task with focus on processes growth and development across various stages from infancy to post-adolescence (special emphasis on concerns of adolescence.
• Meaning of ‘cognition’ and its role in learning.
• Socio-cultural factors influencing cognition and learning.
• Facilitating holistic development(for self and society).

UNIT-3: MENTAL PROCESS OF LEARNING

• Thinking process - Concept and tools.
• Types of thinking - Divergent, convergent, critical, reflective and lateral thinking.

Mental process:

• Memory - Concept, types of strategies to develop memory.
• Forgetting - Nature, causes,factors and strategies to minimize forgetting.
• Imagination - Meaning, types and educational implications.

UNIT-4: INDIVIDUAL DIFFERENCE AMONG LEARNERS

• Dimensions of differences in psychological attributes - Cognitiveabilities, interest,aptitude, creativity, personality, values. Under standing learner’s from multiple intelligencs perspective with a focus on gardener’stheory of multiple intelligences, Implicationsfor teaching-learning in the light of changing concept of intelligence, including emotional intelligence. Differences in learners based on predominant ‘learning styles’.

Differences in learners based on socio-cultural contexts: Impact of home languages of learners’ and language of instruction, impact of differential ‘cultural capital’ of learners.

• Understanding differences based on a range of cognitive abilities: learning difficulties, slow learners and dyslexics, intellectual deficiency, intellectual giftedness. Implications for catering to individual variations in view of ‘differece’ rather than ‘deficit’ persepective.