Learning and Teaching

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Dr. Jasmeet Kaur Tandon & Dr. Prince Jain

ISBN - 9789386488107

According to the B.Ed. syllabus of all universities of Madhya Pradesh State (MP State Universities) Second Semester

Syllabus

Syllabus

CC 1: LEARNING AND TEACHING

Unit 1: Theoretical Perspectives on Learning

Implicit knowledge and beliefs about Learning (Demystifying Misconceptions).
Perspectives on Human Learning: Behaviourist (Conditioning Paradigm in brief), Cognitivist, Information-processing View, Humanist, Social-Constructivist (Drawing Selectively on the Ideas of Skinner, Piaget, Rogers, Vygotsky).
Concepts and Principles of each Perspective and their applicability in Different Learning Situations.

Unit 2: Role of Learner in Learning

Role of Learner in Various Learning Situations, as seen in Different Theoretical Perspectives
Role of Teacher in Teaching-Learning Situations: a) Transmitter of Knowledge, b) Model, c) Facilitator, d) Negotiator, e) co-learner. (The focus is on building Understanding of Different Psychological Perspectives of Learning and Helping Student Teachers to learn to apply them in Different Learning Situations).
Distinctions between Learning as ‘Construction of Knowledge’ and Learning as ‘Transmission and Reception of Knowledge’.

Unit 3: Learning in ‘Constructivist’ Perspective

Social-Constructivist Perspective (also Bruner and Ausubel’s Perspective) and Applications of Vygotky’s Ideas in Teaching.
Understanding Processes that Facilitate ‘Construction of Knowledge’ :

i) Experiential Learning and Reflection

ii) Social Mediation

iii) Cognitive Negotiability

iv) Situated Learning and Cognitive Apprenticeship

v) Meta-Cognition.

Creating facIlitative Learning Environments, Teachers’ Attitudes, Expectations – Enhancing Motivation, Positive Emotions, Self-Efficacy, Collaborative and Self Regulated Learning. (The focus is on learning as a Constructive Rather than a Reproductive Process. The Learner- Centered Orientation has Implications for Understanding Learning as Contextual and Self-Regulated Process and Following Suitable Classroom Practices).

Unit 4: Individual Differences among Learners

Dimensions of Differences in Psychological Attributes—Cognitive Abilities, Interest, Aptitude, Creativity, Personality, Values.
Understanding Learners from Multiple Intelligences Perspective with a focus on Gardner’s theory of Multiple Intelligences. Implications for 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 ‘Difference’ Rather than ‘Deficit’ Perspective.(The focus is on Understanding the Differential Learning needs of the Learners with Regard to Abilities, Learning Styles, Language, Socio-Cultural Differences/Disadvantage, Learning difficulties, and their Implications for Classroom Practices and Teaching).

Reference MP2020/B.Ed/2/09

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