|
|
Workshop on curriculum
|
|
|
13th & 14th June 2014
|
University of Kerala
Revised B.Ed Curriculum 2013
Psycho Pedagogue
Guidelines for core papers EDU 02 &
EDU 07
Preface
Kerala University has revised the curriculum
for B.Ed course with Credit and Semester System with Grading from
2013-14 academic year onwards. The curriculum retains
the best practices proposed in the existing curriculum and it incorporates the
current educational thinking and latest developments in pedagogical practices.
In continuation of the spirit of Problem Based Practicum and Reflective
Practices incorporated by the previous revision of the B.Ed. curriculum, the
present revision introduces a credit based semester approach in the Teacher
Education curriculum at the Under-Graduate level. A significant step in the
present edition of the curriculum is the thrust given for Evidence Based
Continuous Assessment as per Competency Based Performance Indicators. The
performance indicators are to be fixed based on the mental processes that the
prospective teacher undergo during the implementation of the curriculum and
hence thrust is given for process based classroom procedures in the Teacher
Education Colleges.
The core
papers were prepared after thorough discussion among the senior faculty members
in the field of teacher education, members of Faculty of Education and Board of
Studies, teacher educators from various institutions and other stakeholders
through a joint effort. The process involved extensive consultation, thoughtful
decision making and detailed planning. Educational Psychology being the core
component of teacher education, due weightage is given in selecting theoretical
and practical aspects for equipping prospective teachers to meet the challenges
of twenty first century classrooms.
The revised
curriculum for core papers EDU 02 and EDU 06 involve a few modifications and
additions as per the demands of curriculum revision which may often lead to few
confusions and difficulties among teacher educators for the smooth transaction
of the curriculum. Moreover the teacher educator’s forum demands the uniformity
in implementation and evaluation of the theoretical and practical aspects of
the curriculum in the affiliated colleges of University of Kerala. The ‘Psycho
pedagogue’ is an attempt to bring clarity and effectiveness in curriculum transaction for
the core papers, Psychology of Development and Learning in
semester 1 and Learner in the Educational Perspective in semester 2. The
material is subjected to modification and revision on the basis of
contributions and suggestions from the teacher educators.
Dr. Sindhya V.
Convener
Curriculum Core Committee
Contents
Page
no.
Curriculum vision 4
Regulations for the B.Ed.
Degree Course 4
Practical Work- Sem I & Sem II 5
Semester I- Objectives 6
Processes & Strategies to be adopted 6
UNIT I: Foundations of
Educational Psychology 7
UNIT II: Development of the
Learner 8
UNITIII: Nature,
Characteristics and Factors of Learning 11
UNIT IV: Approaches to
Learning 12
UNIT V: Cognitive Functions in
learning 14
List of Practical/Practicum in
semester I 15
Seminar
topics 16
Assessment
criteria- seminar and practicum 16
Evaluation schedule of CE 17
Guideline for assessment of
practicum, seminars and
School related works. 17
Pattern of question paper 18
Model questions 18
Semester
II- Objectives 25
UNIT I : Individual Difference
of learners 26
Unit II : Learner Differences
in Intelligence and Creativity 27
Unit III : Personality and
Adjustment of Learner 28
Unit IV : Learning in Groups 29
Unit V : Guidance and
Counselling 30
List
of Practical/Practicum for core paper
VII 31
Tentative
schedule of curriculum transaction 32
Internal
assessment- pattern 32
Scheme of assessment of
Practical work 32
School
based activities 33
Model
question paper 34
Appendix
37
Curriculum vision
‘Empowerment of
prospective teachers with a value embedded and competency-based teacher
education curriculum, to equip them to be professionally competent, adaptable
and socially committed to meet the challenges in a knowledge society’.
Regulations for the
B.Ed. Degree Course
— Semester I with 90 working days spread over in 20
weeks
— semester II with 110 working days spread over in 22
weeks excluding admissions, University examination and preparatory holidays.
— Attendance not less than 75% attendance for theory
classes and attends fully the practice teaching days
— Seven point grade system is followed in rating
attendance
— Attendance will be noted in letter grades in the mark
list. The attendance range and respective grades are as follows: Gr: A+ (95-100%), Gr: A (90-94%), Gr: B+ (85-89%), Gr: B (80-84%), Gr: C+ (75-79%), Gr: C
(70-74%), Gr: D (below 70%).
— There shall be a basic unit of 100 students divided
into two batches of 50 each for Core Papers
— Not more than 25 students per teacher educator for
Optional papers (NCTE norms)
— Proportional weightage has to be given in the Time
Table to various components in the programme specified in the curriculum and a
copy of the Time Table has to be forwarded to the Registrar at the beginning of
the course
— All the programmes/courses carrying credits/grades
should be compulsorily attended by all the candidates
— Sem I 35 credits for theory, 10 credits for
practical
— Sem II 35 credits for theory, 30 credits for
practical
Core
papers
Semester
I
EDU02 Psychology of Development and Learning
60 hrs/5 credits: theory & 24 hrs/2 credits:
practical
Semester
II
EDU 07 Learner in the Educational Perspective
60 hrs/5 credits: Theory & 24 hrs/2 credits: practical
Practical Work- Sem I- 2
credits 24 hours
— Internal Tests - 2 Nos- 10
marks
— Practicum-Problem based
study 1 No- 5 marks
— Seminar/presentation 1 No-
5 marks
— Internal
tests-one test with multiple choice items alone.
— systematic study of problems from subject areas
through collection of information from different sources –one Practicum in each
subject - Records/short reports not exceeding 5 to 6 pages have to be
maintained.
— Seminar (individual/group wise)
Practical
work- Sem II 2 credits, 24
hours
— Internal Tests Total 1- 5 marks
— Practicum - Problem based study Total 1, 5 marks
— EDU 06,07 & 08 - Field Work (school based
practical): Undertaking a field work/investigation on a topic related to the
subject area to be completed during practice-teaching. Records/short reports
about 10 pages have to be prepared- 10 marks
Semester I: Psychology of
Development and Learning
Objectives:
To enable the student teacher to:
1.
To
develop an understanding of the nature, scope and methods of Educational
psychology.
2. To familiarise the approaches to the study of
Educational Psychology
3. To develop an understanding of the concept, principles
and theories of Growth and development.
4.
To
familiarise the developmental tasks and developmental hazards
5. To understand the developmental characteristics of
Childhood and Adolescence.
6.
To
understand the concept, nature and factors influencing learning
7. To gain an insight into the mental processes involved
in learning
8. To develop an understanding of the process of learning
through various theoretical perspectives
9.
To familiarise the cognitive functions of learning
10.
To understand motivation and its educational
significance etc.
Processes
The revised curriculum emphasises more on the mental
processes and the teacher educators can visualise the mental processes that a
student teacher may undergo during the meaningful transaction of the
curriculum. Some of them include: Cognitive
dilemma, Thinking, Observation, Introspection,
Interactive discourses, Collaborative participation, Analysis,
Synthesis, Hypothesizing, Perception, Conceptualisation, Cognitive Participation, Reasoning,
Problem solving, Cognitive
Reflection, Discussion etc.
It is important
that teacher educators need to be reflective practitioners and the continuous self
appraisal of teacher competency in ensuring the mental processes wherever
possible may bring fruitful changes in prospective teachers.
Strategies to be
adopted
Lecture-cum-Discussion/Narration, Co-operative and
Collaborative Learning, Focused Reading and Reflection/Intellectual Discourses,
Observation-Documentation-Analysis, Individualized Learning, Meaningful Verbal
Expression, Seminars, Case Studies, Workshop, Self Learning, Problem Based
Learning, Assignment, Debates etc.
UNIT I:
Foundations of Educational Psychology (16 hours (12 T+ 4 P))
Major
concepts
a. Educational Psychology-
Meaning, Scope, Limitations and relevance in classrooms
b. Scientific method of studying
behavior, Methods of studying Educational Psychology- Introspection,
Observation, Experimental, Case Study & Action research.
Objectives
1. To develop an understanding of the nature, scope and methods of
Educational psychology.
2. To develop an awareness about the need for educational psychology for
a teacher.
3. To understand various methods
of Psychology.
4. To familiarize action research
Instructional
process
Explain the meaning of
psychology, branches of psychology, educational psychology definition, scope
with reference to learner, teacher, learning situation etc. 3 hours
Limitation with reference to
nature of subject, method adopted etc. Why teachers study psychology-
discussion on the various aspects of teaching-
learning process. 3
hours
Nature of psychology as a
science, scientific method of studying behavior
Methods of psychology- general
idea about the schools of psychology and how the methods are related with schools
of psychology 3 hours
Introspection, observation,
experiment, case study- concept, merits, defects, applicability etc. 3
hours
Action research- concept and significance
Miniature
research undertaken by teachers for finding solution to a problem in classroom
conditions is known as action research. It is significant that; It helps to
find a practical solution to an immediate problem in a scientific manner,
Research aptitude can be developed among teachers, Classroom teaching can be
improved etc.
Practical experience can be given
by undertaking an action research and write in the form of a practicum. 4
hours
Time
schedule:
16 hours (12 Theory+ 4 Practical) - to
be completed in first month of the semester
UNIT
II: Development of the Learner (20 hours (15 T+ 5 P))
Major
concepts
Growth
and Development: Concept and Principles, Developmental tasks and Developmental
hazards
Theories
of development- Piaget’s theory of intellectual development, Erickson’s theory
of psycho social development and Kohlberg’s theory of moral development, Modern theories of development- Socio
cultural and Ecological (Vygotsky, Bronfenbrenner)
Developmental
characteristics with special reference to childhood and adolescence
Physical
development, Cognitive development, Language development(Noam Chomsky, Vygotsky,
Emotional development, Moral & social development- _ Role of teacher.
Objectives
1. To
develop an understanding of the concept, principles and theories of Growth and
development.
2. To
critically evaluate the contributions of various theories of development
3. To
understand the developmental characteristics
of Childhood and Adolescence
4. To
conceptualise the role of teacher in facilitating development of the learner
etc.
Instructional
process
Growth
and Development: Concept, differences and Principles, Developmental tasks and
Developmental hazards with special reference to childhood and adolescence 2 hours
Theories
of development- Piaget’s theory of intellectual development- basic concepts-
assimilation, accommodation, equilibration, schema. Stages of cognitive
development, educational significance. 2 hours
Erickson’s
theory of psycho social development – eight stages of psycho social
development, role of parents and teachers 1
hour
Kohlberg’s
theory of moral development- three stages and six levels of moral development –
Pre conventional, Conventional and Post conventional stages of moral
development 1
hour
Modern theories of development- Socio cultural
theory of Vygotsky- role of society, language
and culture in the development of an individual 1 hour
Ecological
theory by Bronfenbrenner- the five systems of development- role of social and ecological environment,
educational significance 2 hours
Seminar, group discussions and assignments can be given to explore the
contributions of various theories.
A critical analysis of the theories and
its relevance in the present context can be undertaken as a practicum. 2
hours
Developmental
characteristics with special reference to childhood and adolescence
Physical
development- physical and physiological development, motor skills, factors
affecting physical development, hereditary and environmental influences etc. 2
hours
Cognitive
development- process- sensation, perception, concept formation, role of teacher 1
hour
Language
development- theories of Noam Chomsky- Nativist perspective, LAD, Concept of
transformational grammer(grammer that transforms a sentence), surface structure
(words that are actually written) and deep structure (the underlying message or
message or meaning of a sentence). 1
hour
Vygotsky’s
social-interactionist theories of language development
states that language learning is influenced by the desire of children to
communicate with others, model of collaborative learning in language
development etc. 1 hour
Emotional
development, Moral & social development- characteristics, factors affecting
and role of teacher. 2
hours
Adolescent’s developmental characteristics,
problems, how to handle the problems etc. should be highlighted.
Practicum on any topic related to
adolescent issues can be undertaken.
Seminars, case study, assignment, group
discussion etc. may be given for a deep understanding of the content. 2
hours
Time
schedule:
20 hours (15 Theory+ 5 Practical) - to
be completed in second month of the semester.
Suggested
Practical activities
·
Developmental
screening test by J. Bharath Raj
·
Survey on Adolescent health programmes
·
Child study and
Case analysis of deviant adolescents
·
Survey/ Group
discussion to identify adolescent problems
·
Group assignment
on Design of learning strategies for each stage of development
·
Seminar on Comparison of the characteristics of
childhood and adolescence
UNITIII:Nature,Characteristics
and Factors of Learning(18 hours (13T+5 P))
Major
concepts
Meaning, Definition &
Characteristics, Factors affecting learning - learner, Method and Task
variables, Study habits- Concept and methods, Transfer of Learning. _
Maturation, Need, Interest, Attention and Motivation- Concept, Types,
strategies & educational Implications. Theory of motivation- Abraham
Maslow, Achievement motivation
Objectives
To understand the concept, nature and
factors influencing learning.
1. To develop an understanding of the
process of learning
2. To understand the factors affecting
learning
3. To familiarize the concept of
achievement motivation
Instructional
process
Meaning,
Definition & Characteristics, Factors affecting learning 1 hour
Learner
variables- maturation, need, interest, attitude, aptitude, attention and motivation 2
hours
Method variables- Instructional strategy used
by the teacher, Type of learning materials and experiences provided, Kinds of
motivation and interest developed by the teacher etc. 2
hours
Task
variables- objective, time required, student involvement, feedback etc. 1 hour
Study habits- concept, types
(measurement of study habits can be a practical)1hour
Transfer
of Learning- concept, types and theories-theories like mental discipline, identical
elements, generalization and ideals 2
hour
Attention-
concept, types, factors. (Measurement can be a practical) 1hour
Motivation-
definition, types- extrinsic, intrinsic, need theory by Abraham Maslow, how to
develop motivation etc. 2
hours
Achievement
motivation- conceptual explanation and definition.
1 hour
Emphasis should be given to classroom
applications of every concepts.
Time
schedule:
18 hours (13 Theory+ 5 Practical) - to
be completed in third month of the semester.
Suggested
Practical activities
Different
activities can be carried out as seminars,
practicum, practicals and school based activities. 5
hours
·
Discussion on motivation techniques to be adopted
during practice teaching
·
Assessment of study skills and habits of students
·
Group discussion on Factors affecting learning etc.
UNIT IV: Approaches to Learning (22
hours (15 T+ 7 P))
Major concepts
Behaviourist approach- Pavlov, Thorndike,
Skinner. _ Cognitive approach- Gestalt, Kurt Lewin,
Information processing approach to learning _
Meaningful Verbal learning- Ausubel _ Gagne’s Cumulative learning approach._
Constructivist approach- Individual and Social- Piaget, Bruner &, Vygotsky
Objectives
1.To
develop an understanding of the process of learning through various theoretical
perspectives
2.
To familiarise behaviouristic, constructivist and information processing
approaches in learning
3.
To compare the different approaches in learning
Instructional process
Behaviourist
approach- Pavlov, Thorndike, Skinner.; major theoretical concepts of the three
psychologists, trial and error learning, major laws of learning, classical
conditioning, operant conditioning- merits and defects of behaviourism,
classroom implications 4
hours
Cognitive
approach- Gestalt theory, laws of perception,
Kurt Lewin’s field theory- educational significance of the theories,
comparison of behaviourism and cognitive approach 3 hours
Information
processing approach to learning- basic principles like, Human mind has the capacity
to process information in many ways and genetically prepared to process and organize information in specific
ways, Processing information involves- encoding,
transformation, processing, storage, retrieval and utilization of information
and Processing information is a two way process- one from the environment
through sensation and the other retrieval from memory.
Stage model of information processing (memory)
The Information Processing System 2 hours
Meaningful
Verbal learning- Ausubel- theoretical explanation, advance organizer- classroom
implications 2 hours
Gagne’s
Cumulative learning approach- hierarchy of learning 1 hour
Constructivist
approach- Individual and Social- Piaget- cognitive constructivism, Bruner-
structure, modes of representation- enactive, iconic and symbolic, discovery
learning- merits and defects , Vygotsky- social constructivism, ZPD, role of
teacher, comparison of theories, classroom implications etc. 3 hours
Teacher
can make a comparative analysis of the various theories through pupil
participation
Time
schedule:
18 hours (13 Theory+ 5 Practical) - to
be completed in fourth month of the
semester.
Suggested
Practical activities
·
List suitable learning activities based on
constructivist approach
·
Laboratory experiments on Trial and Error learning-
Mazes, Insightful learning etc.
·
Practice of different approaches of learning during
practice teaching
·
Critical evaluation of different approaches- action
research
·
Debate on behaviourism vs constructivism
·
Planning and implementation of Cooperative and
Collaborative Learning activities
UNIT
V: Cognitive Functions in learning (8 hours (5 T+ 3 P))
Major
concepts
Sensation
and Perception- factors, laws, Concept formation _ Cognitive functions
-Thinking, Reasoning- Problem solving and Meta cognition _ Memory- Concept;
Types & Strategies to develop memory,
Forgetting- causes and problems
Objectives
1. To
analyse the different cognitive functions of learner
2. To
familiarise the cognitive skills like thinking, reasoning and problem solving
Instructional process
Sensation
and Perception- factors, laws, Concept formation- factual explanations
Cognitive
functions -Thinking-concept, types, elements of thought, role of teacher.
Reasoning- concept, types, etc., Problem solving- concept, stages, role of
teacher etc. 2
hours
Meta
cognition- concept, components- Metacognitive
knowledge (also called metacognitive awareness) is what individuals
know about themselves and others as cognitive processors., Metacognitive regulation is the regulation of cognition
and learning experiences through a set of activities that help people control
their learning and Metacognitive
experiences are those experiences that have something to do with
the current, on-going cognitive endeavor- Implications and role of teacher. 2 hours
Memory-
Concept; Types & Strategies to develop memory, - techniques for effective
memory Forgetting- causes and problems, theories- interference, trace decay,
repression etc. 2
hours
Practical-
memory test, perception test, thinking skills test, reasoning test etc.
2 hours
Time
schedule: 8 hours (5 Theory+ 3 Practical) -
to be completed in fifth month of
the semester.
Suggested Practical
activities
·
Experiment
on Memory test, Perception, Illusion, Preparation of concept map
·
School
based activities like Memory tests, Reasoning tests and Puzzles for school
students.
·
Survey
on cognitive skills of various categories of people
·
Group discussion on strategies for
improving Memory, Reasoning and Problem solving.
|
Unit
|
Practical
|
School
based activities
|
Action
research
|
Field
study
|
Seminar /
wokshop/ Debates
|
GD
|
|
I
|
|
Action research to study the
application of psychological principles in classrooms
|
Case study on effective teachers
to find out the significance of Educational Psychology
|
Survey among parents, teachers and students on the
relevance of Educational Psychology
|
Nature and scope of Educational
Psychology
|
Critical analysis of application
of psychology
|
|
II
|
Developmental screening test by
J. Bharath Raj
|
Adolescent
health programmes
|
Child
study
Case
analysis
|
Identification
of adolescent problems
|
Design of
learning strategies for each stage of development
|
Comparison of the characteristics of
childhood and adolescence
|
|
III
|
Brainstorming on method and task variables of learning
Span of attention
|
Motivation techniques during practice teaching
|
Enhancing achievement motivation of under achievers
|
Intrinsic and
extrinsic motivation
|
Types and Modes of learning
|
Factors affecting learning
|
|
IV
|
1.
List suitable
learning activities based on constructivist approach
Trial and Error learning- Mazes
Insightful learning
|
Introduction of different approaches of learning
during practice teaching
|
Critical evaluation of different approaches-
Action research on effectiveness of peer tutoring
|
School based survey on the contemporary practices of
learning and instruction
|
Behaviorism vs Constructivism
|
Cooperative and Collaborative Learning activities
strategies for improving information processing
approaches
|
|
V
|
2.
Memory test
Perception
Illusion
Preparation of concept map
|
Memory tests for students
Reasoning tests
Puzzles
|
Action research on metacognition
|
Survey on cognitive skills
|
Memory and
forgetting
|
strategies for improving Memory, Reasoning and
Problem solving
|
List of
Practical/Practicum that can be included in semester I
Seminar
topics
Ø Application
of Psychology
Ø Methods
of Psychology
Ø Application
of Piaget’s theory
Ø Application
of Erickson’s theory
Ø Adolescent
Characteristics
Ø Childhood
characteristics
Ø Modern
theories of development
Ø MCQ preparation
Ø Method
and task variables
Ø Behaviourism:
contributions
Ø Cognitivism:
contributions
Ø Constructivism:
contributions
Ø Motivation:
Strategies
Ø Memory
techniques
Ø Transfer
of learning etc. (list can be expanded)
Assessment
criteria
Practicum
Ø Originality
Ø Relevance
of topic
Ø Methodology
Ø Quality
of Report
Ø Timely
submission
Seminars – group wise (5 students)
Ø Leadership
Ø Preparation
Ø Report
Ø Presentation
Ø Quality
Teacher educators can conduct the
internal assessment as per their own convenience in cooperation with the
optional teachers. Any number of tests can be conducted and it should be done
in a periodical and systematic manner and it is the minimum requirement that to
conduct at least two tests and one of them can be on the basis of model
examination. The following schedule and guidelines can be considered for
internal assessment.
Evaluation schedule of CE – 20 marks
Internal tests:
1. December,
objective type (Multiple choice) test: 5
marks
2. March
, on the basis of Model examination:
5 marks
3. Practicum-
January: 5
marks
4. Seminar- February 5 marks
Total 20
marks
Guideline for assessment of
practicum, seminars, school related works etc.
Ø Periodical
display of internal marks
Ø Performance
based assessment
Ø Process
oriented quality indicators in assessment- quality indicators can be fixed by
the teachers in agreement with university guidelines.
Ø Grievance
redressal cell for internal assessment
Ø Assign
a coordinator for internal assessment in the college
Ø Maintain
Professional ethics in assessment.
External evaluation
Pattern of
question paper
MCQ – 10x1 = 10 marks (
10 min)
Very short answer- 5
x 2 = 10
marks (20 min)
Short answer- 4 out of 6 4x5 = 20 marks( 60 min)
Essay – 1 out of 2
1x 10 = 10 marks (30 min)
Total 50 marks(120 min)
Model
questions
Internal Examination, December 2103
EDU02: Psychology of Development and Learning
Time: 20 minutes Max
Marks: 20
Choose the correct answer
1. Of the following, who
is associated with the Gestalt school of psychology?
a.
Ivan Pavlov
b.
B.F. Skinner
c.
C. Max Wertheimer
d.
J.B. Watson
2. "I am primarily
interested in thinking processes; I am a __________ psychologist."
a.
Cognitive
b.
Behaviourist
c.
Structuralist
d.
Functionalist
3. The whole is greater
than the sum of its parts" is represented by which of the following?
a.
Behaviourist
b.
Structuralist
c.
Gestalt Psychologist
d.
Humanist
4. Which of the
following is a definition of Educational Psychology?
a.
Science of education
b.
Science of behaviour
c.
Science of teacher and learner
d.
Study of learning experiences
5. The goals of
Psychology are:
a.
Explain the functioning of the human mind.
b.
Compare, analyze, and control human behaviour
c.
Describe, predict, understand, and control behavior.
d.
develop effective methods of psychotherapy
6. Psychiatrists differ
from psychologists in that psychiatrists
a.
Are physicians with a
specialization in abnormal behaviour and psychotherapy
b.
Are extensively trained in the theories and techniques of Sigmund Freud
c.
Are generally more eclectic than psychologists
d.
Have a Masters or Ph.D. degree with special training in psychological
theory and research methods.
7. The
"father" of psychology and founder of the first psychological laboratory
was
a.
William James
b.
J.B. Watson
c.
Sigmund Freud
d.
Willhem Wundt
8. Which of the
following is the best method to study the characteristics of an individual by
others
a.
Observation
b.
Case study
c.
Experiment
d.
Introspection
9. When a teacher
identifies a problem behaviour among students, he can provide the necessary
solution by using:
a.
Guidance
b.
Consulting with other teachers
c.
Action research
d.
Survey
10. Psychology is
considered a science because it
a.
Gains information through new
methods and technology.
b.
Accepts what seems plausible and sensible.
c.
Relies on direct observation and
measurement of behavior.
d.
Studies animal as well as human behaviour.
11. Educational
Psychology does not discuss:
a. Who is to be educated?
b. What is to be taught?
c. How is to be taught?
d. Why is to be taught?
12. Which of the following is
not true?
a. Growth is not a continuous process
b. Growth can be measured
c. Growth is part of development
d. Growth is wider than development
13. Which of the following is true?
a. Growth and development are same
b. Development is predictable
c. Individual develops in a linear manner
d. All individuals
develop in uniform rate
14. For finding the impact of a factor on an
individual, which of the following
methods can be used?
a.
Survey
b.
Observation
c.
Experiment
d.
Clinical method
15.
What is meant by learning situation?
a. Teaching content
b. Classroom
c. Appropriate learning
experiences
d. Congenial
environment for bringing learning among students
16. What is the main advantage of using an
experiment?
a. they are easy to do
b. They can be done
quickly
c. It permits the
researcher to control factors involved
d. They allow sampling
of subjects
17. Where was the first Psychology Lab started?
a. Berlin
b. Boston
c. Frankfurt
d. Leipzig
18. The oldest method in psychology is
a. Introspection.
b. Observation,
c. Case study.
d. Clinical method.
19. The content of educational psychology includes
a. Special items concerning teaching and learning.
b.
Wide ranging items concerning human motivation and learning.
c.
Special items concerning processes of education in particular.
d.
None of these.
20. The primary task of the teacher is
a.
To teach the prescribed curriculum.
b.
To stimulate and guide student learning.
c.
To promote habits of conformity to adults demands and expectations.
d.
To provide diagnostic and remedial aid wherever indicated.
Internal Examination, February 2104
EDU02: Psychology of Development and Learning
Time: 20 minutes Max Marks: 25
Choose the correct answer. Each
question carries 1 mark
1.
Which of the following is not true?
a.
Development is the product of heredity and
environment.
b.
Development is cumulative
c.
Development is unique
d.
None of the above
2.
Piaget emphasizes that
a.
Development is sequential
b.
Maturation precedes learning
c.
Individual constructs knowledge
d.
All the above
3.
An individual attains reversible thinking
ability at
a.
Sensory motor stage
b.
Pre operational stage
c.
Concrete operational stage
d.
Formal operational stage
4.
The idea that one person is able to attain
mastery development only through their interactions with more competent others
was put forward by
a.
Jean Piaget
b.
Lev Vygotsky
c.
Erick Erickson
d.
Urie Bronfenbrenner
5.
Which of the following systems refers to the
connections among different groups like family, school, peer group etc.
a.
Meso system
b.
Macro system
c.
Chrono system
d.
Exo system
Fill in the blanks. Each question carries
1 mark
6.
Adolescents are facing
------------------------------- as postulated by psycho social theory
7.
The distance between actual development and
potential development is known as------------------
8.
The recognition that properties of an object do
not change irrespective of its size or shape is called
as----------------------------
9.
Moral development theory by Lawrence Kohlberg
explains --------------------levels of development and the adolescence belong
to -----------------stage.
10.
Two motor skills associated with a sensori-motor
child are------------------------------------- ------and
--------------------------------------------
(10X 1= 10 Marks)
Answer in two or three sentences. Each question carries 2 marks
11.
Mention some of the intellectual abilities of
formal operational children
12.
Why adolescents are said to be the gang age?
13.
Explain the role of play in the development of a
child
14.
What provisions will you use for dealing with
adolescent’s academic stress
15.
What is meant by scaffolding?
(5X 2= 10 Marks)
Answer in one or two pages. The question carries 5 marks
16.
Explain the role of teacher in facilitating
growth and development of the learner
(1X 5= 5 Marks
Internal Examination, March 2104
EDU02: Psychology of Development and Learning
Time: 30 minutes Max Marks: 25
Answer in two or three sentences. Each question carries 2 marks
17.
What are the learner characteristics that affect
learning?
18.
Explain the conditions that result in positive
transfer?
19.
Find out the relationship between maturation and
learning
20.
Write the strategies for providing intrinsic motivation to the learners
21.
Define achievement motivation
(5X 2= 10 Marks)
Answer in one or two pages. The question carries 5 marks
22.
Briefly elaborate the humanistic theory of
motivation
23.
Explain the factors affecting learning
(2X 5= 5 Marks)
First semester B.Ed Degree Model Examination, March 2104
EDU02: Psychology of Development and Learning
Time: 2 hours Max
Marks: 50
Part
A
Answer all questions.
Choose the
correct answer. Each question carries 1 mark
1. Which of the
following statement is correct
a. Educational
Psychology is the science of behavior
b. Introspection is
the right method to study the behavior of a child
c. Experimental
method in Psychology do not control variables
d. One of the aims
of Educational Psychology is to measure student behavior
2.
The concept
of metacognition includes learners' knowledge and beliefs regarding their own
cognitive processes, as well as their attempts to regulate those cognitive
processes to
a.
Minimize
learning and memory
b.
Maximize
learning only
c.
Maximize
learning and memory
d.
Minimize
memory only
3. Sensation and
perception is mostly concerned with
a. Behaviourists
b. Constructivists
c. Cognitivists
d. Physiologists
4. Which among the
following is not a precondition for learning?
a. Maturation
b. Attention
c. Readiness
d. Concepts
5. Socio cultural
context in learning is emphasized by
a. Noam Chomsky
b. David Ausubel
c. Robert M. Gagne
d. Lev Vygotsky
6.
The ability to deal with
hypothetical concepts emerges at which stage of development.
a.
Concrete operational stage.
b.
Formal operational stage.
c.
Intuitive stage.
7. A teacher
selects certain kinds of learning experiences by exploring the natural tendency
of children. Which factor is most relevant here?
a. Achievement
motivation
b. Intrinsic
motivation
c. Extrinsic
motivation
d. Level of
aspiration
8.
Who used the term n-ach in
motivation
a. Abraham
Maslow.
b. Erickson.
c. Piaget.
d. David
Mc Cleland
9.
According to discovery approach, a
preoperational child possess which mode of representation
a.
Enactive
b.
Iconic
c.
Symbolic
d.
Behavioural
10. A child who excel in Science subjects by
applying mathematical skills is associated with
a. Logical
mathematical intelligence
b. Mnemonics
c. Positive
transfer
d. Reasoning
(10X1=
10 Marks)
Part
B
Answer all questions. Each question carries
2 marks
(The answer need not exceed one paragraph)
11. Write any two principles of development
12. Identity crisis is a major problem of adolescence Substantiate based on
the theory of Erickson
13. Explain achievement motivation.
14. Distinguish between thinking and reasoning.
15. With suitable examples explain developmental tasks.
(5X2=
10 Marks)
Part C
Answer any four questions. Each question
carries 5 marks
(The answer need not exceed 1 ½ pages)
16. Write any five strategies for
teaching a topic of your choice based on the theory of information processing
approach
17. Explain the factors affecting learning with special reference to
adolescents.
18. Compare the cognitive and constructive approaches in learning
19. Illustrate the concept of Gagne’s hierarchy of learning.
20. Write the contributions of Lewin’s theory
21. Learning takes place from concrete
to abstract. How far do you agree with the statement by elaborating the
theory of Piaget? (4X5=
20 Marks)
Part
D
Answer any one question. The question
carries 10 marks
(The answer need not exceed 3 pages)
22. Explain motivation from a humanistic view
point. As a secondary school teacher, illustrate how you will motivate your
children?
Or
Write a critical analysis of the
various theories of development.
(1X10=
10 Marks)
Semester II
EDU 07 - LEARNER
IN THE PSYCHOLOGICAL PERSPECTIVE
Instructional Hours : 84
(Theoretical Discourses- 60 & Related Practical Work – 24 )
Objectives: To
enable the student teacher:
·
To develop an understanding of the
concept, areas and factors of Individual difference.
·
To develop an understanding of the
concept and types of ‘exceptional children’.
·
To develop an understanding of the
concept and types of Learning Disability
·
To develop skills to handle students
with special needs.
·
To develop an understanding of the
concept, nature and various theories of intelligence
·
To understand the meaning, nature,
process of creativity development and the strategies for fostering creativity.
·
To develop an understanding of the
concept and theories of Personality.
·
To understand the concept of Mental
health, Adjustment, Maladjustment and the causes of mal-adjustment.
·
To develop an understanding of the
meaning, need, scope and methods of Guidance and Counselling.
·
To acquaint the learner with the
concept, process and importance of Group Dynamics.
·
To create awareness of the problems and
issues of adolescence and to suggest remedies.
·
To familiarise strategies for empowering
student teachers for meeting classroom challenges
Contents
UNIT I :
Individual Difference of learners (concept and areas)
Unit II :
Learner Differences in Intelligence and Creativity
Unit III : Personality and Adjustment of Learner
Unit IV : Learning in Groups
Unit V : Guidance and Counselling
UNIT
I : Individual Difference of learners (concept and areas) 18 Hours (14 +4)
Major concepts
Concept
of Individual Differences- _ Areas of individual Differences - Interest,
Attitude and Aptitude_ Understanding Exceptional learners – Gifted and Slow
Learners, Mentally Retarded, Learning Disability- Educational provisions for
learner differences_ Inclusive education- National Policy and Acts
RCI(1992),PWD (1995), NTA (1999).
Instructional process
Lectures
on the concept of individual differences, how individuals vary with regard to
the interest, attitude, aptitude etc. 3
hours
Field
visits and institutional surveys on special education centres for understanding
exceptional learners
Categories
of exceptional children- Gifted and Slow Learners, Mentally Retarded, Learning
Disability- Educational provisions for learner differences 4 hours
Inclusive
education- concept and practices (assignment/ Group Discussion) 3 hours
National Policy and Acts RCI(1992),PWD (1995), NTA
(1999). 4hours (Seminar can be given) practical
works 4 hours
RCI- Rehabilitation council of India- An Act to provide for
the constitution of the Rehabilitation council of India for regulating
the training of rehabilitation professionals and monitoring the training of
rehabilitation professionals and personnel, promoting research in rehabilitation
and special education and the maintenance of a Central Rehabilitation Register
and for matters connected therewith.
PWD- Persons With Disability- An Act to give effect to the Proclamation on the
Full Participation and Equality of the People with Disabilities in the Asian
and Pacific Region.
NTA- National Trust Act-The
National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental
Retardation and Multiple Disabilities Act, 1999
Time schedule
18 Hours(14Theory+4practical); to be completed in first month of second
semester
Suggested Practical
activities
· Design of
learning strategies for exceptional categories
· Identification
of learning differences during practice
teaching
· Designing learning strategies for at least one category
of exceptional children
·
Identification of exceptional categories
and Case study
·
Institutional survey and Field visits
· Understanding
the Problems of exceptional learners
·
Assignments on educational provisions for
learner differences
· Seminar/
group discussions on Inclusive
education- National Policy and Acts
Unit
II : Learner Differences in Intelligence and Creativity -20 hours(14T+ 6 P)
Major concepts
Meaning
and nature of intelligence _ Theories of Intelligence – two factor, group
factor, multi factor, Guilford’s structure of intellect model - Multiple
intelligence etc. _ Measurement of Intelligence –verbal, nonverbal and
performance tests _ Emotional intelligence _ Creativity- meaning and nature -
Identification
of Creative Learner – Process of Creativity, measurement of creativity,
Teacher’s role in fostering Creativity.
Instructional process
Lectures and discussion on the various concepts and
theories of intelligence 4 hrs
Multiple
intelligence- concept and educational implications 3 hrs
Measurement
of intelligence- familiarization of various available intelligence tests,
process, applicability and ethics to be followed etc. 6 hrs
Emotional
intelligence- concept and significance 3
hrs
Creativity
– concept, identification of creative students, teacher’s role etc. 4 hrs
Time schedule
20 hours(14T+ 6 P) to be completed in third month of
the semester(after teaching practice)
Suggested Practical
activities
·
Intelligence
tests, Creativity tests , Brainstorming
·
Administration
of Online psychological tests
·
Development of learning packages based on
multiple intelligence theory
·
Scholl survey for the identification of
creative children
·
Group discussion for the identification of learning styles based on multiple intelligence theory
Unit
III : Personality and Adjustment of Learner - 20 hours ( 14Theory+ 6 practical)
Major
concepts
Concept
of Personality- role of heredity and environment, Approaches to study personality – Psycho
analytic(Freud) - Trait(Allport and Cattel) – _ Characteristics of mature
personality. Assessment of personality- techniques and methods- projective
techniques . Adjustment and maladjustment, Adjustment mechanisms. Mental Health: Concept and Importance, mental
hygiene- role of teacher.
Instructional process
Personality
– concept and approaches, Psycho analytic theory, Allport’s theory, role of
teacher in personality development, role of heredity and environment , mature
personality 5 hours
Assessment
of personality- various methods and
techniques, familiarization of projective techniques 4 hours
Adjustment
and maladjustment- concept, factors affecting adjustment, adjustment mechanisms,
causes of maladjustment and remedies 4
hours
Mental
health- Concept and Importance, mental hygiene- role of teacher.4 hours
Practical
works 3
hours
Time schedule
20 hours(14T+ 6 P) to be completed in fourth month
of the semester
Suggested Practical
activities
·
Familiarisation
and administration of the procedure for any one personality test
·
Measurement
of adjustment
·
Case study
of unique personalities
·
Mental health survey on school children
·
Assignment
on Teacher’s role in identifying and
managing maladjusted learner
·
Group
discussion on characteristics of mature personality
Unit IV : Learning in Groups - 12 Hours
( 8Theory+4 practical)
Major
concepts
Meaning
& Characteristics of a Social Group, classroom as a social group _
Sociometry: - Use and Importance. Group dynamics _ Leadership- nature, types,
skills etc. _ Life skills- self awareness, communication skills, interpersonal
relationship, decision making & problem solving.
Instructional process
Group
psychology- characteristics of groups, classroom as a group, group
relationships- measurement, sociometric technique- classroom implications
3
hours
Leadership-
nature, types- autocratic, democratic and Laissez-faire, skills etc 2
hours
Life
skills-classification by WHO, self awareness, communication skills,
interpersonal relationship, decision making & problem solving- concept,
practice on life skills
(3 T+4 P) hours
Time schedule
12 hours(8T+ 4 P) to be completed in fifth month of
the semester
Suggested Practical
activities
·
Construction
of sociogram
·
Application
of sociometric techniques in schools
·
Seminar on
Effectiveness of different groups in schools in learning and development
·
Survey on
leadership styles, life skills awareness etc.
·
Leadership
training
activities in school
·
Life
skills training for students etc.
Unit V :
Guidance and Counselling - 14 hours ( 10 T+4P)
Major concepts
Guidance and counselling –
Meaning – Need, types and scope, organisation of guidance cell_ Counselling skills- adolescent issues
and their management-Sexual harassment, Substance abuse - Impact of media/
Internet/ mobile - Depression and suicide- causes and remedies etc. _ Stress management- concept and
practices _ Behaviour management in
classrooms trends and practices, Classroom Management Skills.
Instructional process
Guidance and counselling –
Meaning – Need, types and scope, organisation of guidance cell- brief
description 2 hours
Counselling skills- adolescent
issues and their management-Sexual harassment, Substance abuse - Impact of
media/ Internet/ mobile - Depression and suicide- causes and remedies etc.-
general awareness through seminars, group discussion, surveys etc. 5 hours
Stress management- concept and practices-
participatory activities 3 hours
Behaviour management in classrooms trends
and practices, Classroom Management Skills.- field experiences during practice
teaching ( 2T+ 2P) hours
Time schedule
14 hours(10T+ 4 P) to be completed in fifth month of
the semester
Suggested Practical
activities
· Interaction with a counsellor – familiarisation of practical skills
· Organisation of any one programme for guidance
· Organisation of Stress management activities for students
· Organisation of guidance cell and career corners
· Parental awareness activities
· Individual and group guidance in schools
· Guidance packages for adolescents
· Practice of Skills in Stress management
·
Survey on
the behaviour management practices in schools
List
of Practical/Practicum for core paper VII Learner in the Psychological perspective
|
Unit
|
Practical
|
School based activities
|
Action research
|
Field study
|
Seminar / wokshop/ Debates
|
GD
|
|
I
|
Design
of learning strategies for exceptional categories
|
Identification
of learning differences
Designing learning strategies for at least one
category of exceptional children
|
Case
study
Identification of exceptional categories
|
Institutional
survey
Field
visits
|
Understanding
the Problems of exceptional learners
Educational
provisions for learner differences
|
Inclusive education- National Policy and Acts
|
|
II
|
Intelligence test
Creativity tests
Brainstorming
Administration of Online psychological tests
|
Creativity
tests for students
|
Development
of learning packages based
|
Identification of creative children
|
Preparation of activities based on the multiple
intelligence theory
|
Identification of learning styles based on multiple
intelligence theory
|
|
III
|
Administration
and Familiarisation of the procedure for any one personality test
Measurement of adjustment
|
Measurement of Adjustment
|
Adjustment patterns
Case study of unique personalities
|
Mental health
and mental hygiene
|
Teacher’s role in identifying and managing maladjusted
learner
|
Characteristics of
mature personality
|
|
IV
|
Construction of sociogram
|
Application of sociometric techniques in schools
|
Effectiveness of non formal and informal groups in
schools in learning and development
|
survey on leadership styles, life skills awareness
etc.
|
Leadership training
Life skills training
|
Group dynamics practices
|
|
V
|
Interaction with a counsellor
|
Organisation of any one programme for guidance
Stress management activities for students
|
Organisation
of guidance cell and career corners
Counselling
skills
|
Parental awareness activities
|
Individual and group guidance in schools
Guidance packages for adolescents
|
Skills in Stress management and
Behaviour management in classrooms
|
Tentative
schedule of curriculum transaction in Semester II
UNIT marks hours
schedule
Individual Difference
of
learners 12
marks 18 Hours (14 T+ 4P) June
Learner
Differences in
Intelligence
& Creativity 12 marks 20 hours( 14 T+ 6 P)
August
Personality
and
Adjustment
of Learner 10 marks 20 hours ( 14 T+
6 P) September
Learning
in Groups 8 marks 12 Hours ( 8T+4P) October
Guidance
& Counselling 8 marks 14 Hours ( 10T+4P) do
Total 50 marks 84 hrs(60T+24P) 110
Days
Internal assessment – Core papers
Practice
teaching: 30 marks (internal)- Observation of one class of each student teacher
CE of core papers- 20 marks
Internal
Test 1 5 marks
Practicum
- Problem based study 1 5 marks
Field
Work (school based practical)1 10
marks
Total
20
marks
Practicum - systematic study of problems from subject
areas through collection of information from different sources –one Practicum
in each subject-Records/short reports have to be maintained.
Field
work- Undertaking
a field work/investigation on a topic related to the subject area to be
completed during practice-teaching. Records/short reports about 10 pages have
to be prepared.
Evaluation
schedule of CE – 20 marks
— Internal test:
September 5 marks
— Practicum : June/July 5 marks
— School based
activity: July 10 marks
Scheme
of assessment of Practical work related to theory paper (CE) and Practical
Courses of Semester II by the general teacher during External Practical
Examination
EDU
( 06 to 08 ) CE of Related Practicals of Core papers 3X 20= 60
marks
EDU-203.1 Report of Community Living Camp 20 marks
EDU-203.2 Report of Study Tour & viva voce 10
marks
Total
90 marks
School based
activities (individual/ group)
School based practical should be completed
assessed by concerned general teachers during practice teaching as part of
internal assessment. Teacher educators can conduct any practical related work
other than that given below. The work should be done and evaluated with
specific criteria. The report should be comprehensive by highlighting the objectives,
process and outcome.
·
Identification of exceptional children
and design of learning activities for the various categories of children
·
Creative children- identification,
education and design of innovative strategies
·
Case study of well accepted
personalities in schools
·
Awareness classes on personality
development for students
·
Parental awareness classes on adolescent
issues and problems
·
Stress management activities for
students during practice teaching
·
Interaction with school counselors and
elaboration of counseling skills
·
Guidance services to students
·
Institutional surveys and meeting the
educational requirement of inmates
·
Life skills training package to students
·
Remedial teaching to weak students
·
Identification of maladjustment among
and analyse the causes and remdies
·
Mental health survey and education for
mental health
·
Any kind of survey to study the
behavioural characteristics of school
students supplemented with educational activities
·
Leadership training activities for
students etc.
Criteria for
assessment of school related practical
Ø
Relevance
of the theme selected
Ø
Nature
of the activities (suitability, effectiveness, practicability etc.)
Ø
Creative
contribution of student teachers
Ø
Clarity
and effectiveness of the programme
Ø
Time
management
Ø
Quality
of the report
Ø
Resources
utilized
Ø
Cooperation
sought from the school personnel
Ø
Performance
of the student/ group
Ø
Student
reflection etc.
II SEMESTER B.Ed. DEGREE EXAMINATION
MODEL QUESTION PAPER
Paper VII: Learner in the Psychological
Perspective
Time:
Two Hours Maximum:
50 Marks
Part
A
Answer all questions.
Choose the
correct answer. Each question carries 1 mark
1.
What should happen if a student’s
misbehavior is minor but interferes with other student’s learning?
a.
Confer with parents
b.
Have a private discussion with student
c.
Ignore the behavior
d.
Cue the student
2.
Which among the following is most likely
to be identified as having a learning disability?
a.
Gets tired very easily and
must often stop to rest in the middle of an assignment
b.
Has trouble reading despite
a recently obtained IQ score of 110
c.
Prefers to play with
younger children and demonstrates low achievement in all areas of the school
curriculum
d.
Often stutters when she's
called on in class
3.
Experts
recommend three of the following strategies for teaching students who are
gifted. Which strategy do they NOT necessarily recommend?
a.
Individualize instruction for students' specific talents
b.
Forming study groups of students with similar abilities
c.
Focusing instruction only on the areas in which students are
weaker
d.
Providing opportunities for independent study
4.
Acting childishly is an example for:
a. Reaction
formation.
b.Regression.
c. Repression.
d. Suppression
5.
The concept of Divergent and Convergent
thinking was introduced by:
a. Bruner.
b. Cattel.
c. Guilford.
d. Thorndike.
6.
Which among the following is the most
cohesive group?
a. Crowd
b. Classroom
c. Family
d. Association
7.
A teacher helps one student in overcoming
his inability to interact within a group.
The teacher uses:
a. Scaffolding
b. Guidance
c. Counseling
d. Group
dynamics
8.
Which among the following is the most
appropriate theory of personality?
a. Skinner’s
theory
b. Maslow’s
theory
c. Eysenck’s
theory
d. Kohlberg’s
theory
9.
Rorschach’s ink blot test is an example
of
a. Objective
test
b. Subjective
test
c. Diagnostic
test
d. Projective
test
10.
Which among the following is not related
to learning disabled children?
a. RTE
Act
b. PWD
Act
c. RTI
Act
d. RCI
Act
(10X1=
10 Marks)
Part
B
Answer all questions. Each question carries
2 marks
(The answer need not exceed one paragraph)
11.
Write any two
causes of learning backwardness.
12.
What do you
meant by emotional intelligence?
13.
Who is a maladjusted child?
14.
Name any two
tests for measuring intelligence.
15.
Write your
familiarity with NTA 1999.
(5X2=
10 Marks)
Part
C
Answer any four questions. Each question
carries 5 marks
(The answer need not exceed 1 ½ pages)
16.
Explain
different types of leaders. How will you develop leadership qualities among
your students?
17.
Illustrate the concept of multiple intelligence
18.
As
a secondary school teacher how will you identify and nurture the creativity of
your students?
19.
Mental
health is on a declining trend among adolescents. Substantiate.
20.
What are the different counseling skills?
21.
Explain
life skills. How a teacher can develop life skills among students?
(4X5=
20 Marks)
Part
D
Answer any one question. The question
carries 10 marks
(The answer need not exceed 3 pages)
22.
Elaborate the psychoanalytic views on
personality. Explain the techniques for assessing persoanilty.
Or
23.
Write a plan of action for meeting the
individual difference of learners at secondary level
(1X10=
10 Marks)
Note:
·
Teacher educators are advised to keep an
academic diary for reflective practice and internal assessment.
·
Frequent interaction with other teacher
educators of the concerned discipline can be beneficial to keep uniformity in
transactional pattern.
·
Teaching and evaluation should be a
joint effort of all the faculty members of the college and periodical
discussion among the faculty should be encouraged.
·
Any queries and difficulties will be
addressed positively by the curriculum committee and the university.
·
Your comments can be posted in
gurujyothi.blogspot.in
Appendix
Teaching practice – assessment criteria
General teacher is expected to evaluate the student
teacher’s performance based on the overall performance than the specific
aspects. The criteria selected for
assessing teacher trainees during practice teaching include:
1.
Teacher’s skill
in class management
2.
Dealing with
student problems
3.
Time management
4.
Leadership in
classroom activities
5.
General teaching
skills
6.
Flexibility
adopted in the classroom
7.
Quality of
instruction
8.
Use of resources
(including teaching aids) in classroom
9.
Application of
techno pedagogy
10.
Theoretical
awareness (psychological) and its application while teaching
11.
Teacher pupil
relationship
12.
Attitude towards
teaching
13.
Commitment towards
profession
14.
Proficiency in
meeting individual differences
15.
Cooperation with
team members etc.
Note: Every assessment
can be a joint effort of the general and optional teachers.
Practical activities
Assessment
• Assessment
is the process of collecting information by which the assessor gains
understanding over the assessed, necessary for making informed decision.
Psychological
Assessment
• Psychological
Assessment is the process of systematic collection, organization and
interpretation of information about a person and his situations, and the
prediction of the person’s behaviour in a new situation.
• It
encompasses assessment of the three major aspects of the person, namely cognition, A
measurement device or technique used to quantify behaviour or aid in the
understanding and prediction of behaviour
Psychological
Test
• A
set of items designed to measure characteristics of human beings that pertain
to behaviour.
• It
involves understanding of the causes of the problem and potential solutions for
the problem.
INTELLIGENCE TESTING
Group
Verbal Test - JALOTA’S Group Test of General Mental Ability – 100 items within
25 minutes
Non
– Verbal Test - Standard Progressive
Matrices Test ( SPM ) by J C RAVEN
Coloured
Progressive Matrices – Children and Aged Performance Test – BHATIA’S BATTERY OF
INTELLIGENCE TEST – Contains Five sub Tests -
Koh’s
Block Design Test, Alexander’s Pass along Test, Pattern Drawing Test, Immediate
Memory Test and Picture Construction Test
Seguin
Form Board Test ( Performance Test )
Weschler
Intelligence Scale – WISC , WAIS ( Both Verbal and Non – Verbal ) , APIS
MISIC
– Mallin’s Intelligence Scale for Indian Children( Indian Adaptation of WISC )
Mathew
Test of Mental Abilities
Standard
Progressive Matrices Test ( SPM ),Coloured Progressive Matrices
Advanced
Progressive Matrices – High score in SPM and Gifted
Attention Test
Span
of Attention – Tachistoscope – 28 cards(3-9 letters) and 52 cards (3- 15
letters )
Distraction
of Attention–Letter Cancellation ( Cancel every 3rd letter, 4th
letter etc)
Division
of Attention – Division of Attention Board – Trace triangular pattern and
Circular pattern within 30 seconds.
Transfer Of Learning
Bilateral
Transfer – Mirror Drawing Apparatus – Non – Preferred hand (one trial ) ,
Preferred -hand ( 5 Trials ) and Non
Preferred hand (one trial )
Aptitude Test
Differential
Aptitude Test Battery (DATB ) – Designed by George K Bennet, Harold Seashore
and Alexander Wesman.
8
subtests – Verbal Reasoning, Numerical Ability, Abstract Reasoning, Space
Relations, Mechanical Reasoning, Clerical Speed and Accuracy, Language Usage (
Spellings ) and Language Usage ( Sentences ).
Attitude
Attitude
Scale Towards Teaching Profession ( ASTTP )
by Dr. Umme Kulsum, Bangalore
University
5
areas – Academic aspect of teaching profession, Administrative aspect, Social
and Psychological aspect, Co-curricular aspect and Economic aspect.55
statements with 4 alternative responses – SA ,A,D,SD.
Adjustment
Bell’
s Adjustment Inventory – Devised by H M Bell, contains 200 questions which have
to be answered by ‘Yes’, ‘No’, ?
6
Areas – Home Adjustment, Health adjustment, Submissiveness – Self assertion,
Emotional Adjustment, Hostility- friendliness & Masculinity - Femininity
Interest
Strong
Vocational Interest Blank ( SVIB ) – by E K Strong in 1927. Newly Revised in
1997 named Strong Interest Inventory. Areas – Occupations, Subject areas,
activities, leisure activities, people, your characteristics. 35 -40 mts to
complete.
Memory
Weschler
Memory Scale ( WMS )
Subtests
– Personal Information , Current Personal Orientation, Mental Control and
Logical memory. WMS IV (2009 ) 7 subtests.
PERSONALITY
MMPI
, 16 PF Questionnaire, Eysenck Personality Inventory
Rorschach
Ink blot test, TAT, CAT etc.
PROBLEM SOLVING
Five
wooden blocks varying in size with a stand having three poles labelled A, B, C
and stop watch. 2 blocks ( 3 moves ), 3 blocks (7moves),
4
blocks ( 15 moves ) and 5 blocks ( 31 moves ).
PRACTICAL RECORD
Title
of the Expt
Expt.No: Individual Expt
Date:
Resume:
One paragraph
Introduction
: 2-3 pages
Aim
:
To
find out ………/ To study the ……/ To determine ….
Hypothesis
: Eg :- In a task involving recall of learned materials, there will be an
increase in performance when the subject is allowed to
recall
the material in its encode form as compared to reproduce in its original form.
Method
:
Subject
: / Subjects : B.Ed Students
Name
: BC
Age
: 23 yrs
Sex
: Male
Materials
:
Procedure
:
Result
: Results of the expt are shown in Table 1 & Table 2
Discussion
: One or Two Paragraphs
Conclusion
: 1 or 2 Sentences
References
:
Purchase
Orders
1.Prasad
Psycho Corporation, 10 A, Veer Sankar block, Shankarpur, New Delhi – 110092. 2. Manasayan, Agarwal Complex, S-524 School
Block, Shankarpur, Delhi 110092.
3.
National Psychological Corporation, 4/230, Kacheri Khat, Agra – 282004.
!!!!!!!!!!!!!!
Instructional
Strategies for Students With
Learning Disabilities
(Dr.
Kunhiraman T.V, Assistant Professor, Govt. CTE,
Trivandrum)
Introduction
Learning
disability refers to a disorder that interferes with one’s ability to store,
process or produce information. Learning disabilities are seen in children as
well as in adults. The impairment may be so subtle that it may go undetected
throughout the life. These disabilities create a gap between the true potential
and day to day productivity and performance.
Learning
disabilities ( LD) vary from person to person. One person with LD may not have
the same kind of learning problems as another person with LD
There
is no “cure” for learning disabilities. They are life- long. However children
with LD can be high achievers and can be taught ways to get around the learning
disability. With the right help, children with LD can do learn successfully.
Individuals
who are diagnosed with a learning disability are unable to learn the same way
as average students. They simply require alternative ways to learn and complete
assignments. Learning Disabled students often require specific accommodations
in order to have a fair chance for academic success.
Symptoms
of learning disability
There
are a wide variety of characteristics a student with a learning disability may
display some example are
Ø Difficulty
reading, writing, spelling, and / or using numerical concepts
Ø Frequently
struggles with taking notes during / teaching
Ø Indecipherable
handwriting
Ø Difficulty
following, remembering, and/ or understanding directions
Ø Failure
to comprehend written words, and/ or failure to form written letters
Ø Difficulty
to verbally express ideas or information with spoken language
Ø Have
trouble comprehending what people are
saying
Learning something new is difficult and frustrating for students with
LD . “ The train goes fast” may look to student with LD like, “ The rain goes
fast”, may omit just one letter totally changing the context.
Students with LD may also have problems with long-
term memory. They may struggle to learn a concept like a math fact and then
later forget it. They often suffer from
low self- esteem because of feeling like failures in school. They need
strategies to help them feel successful and people believe in them.
Strategies for succeeding with
students with LD
Teacher can help
students with LD. The first step is to recognize that these students are not
lazy or unmotivated. They have a real disability. They may become unmotivated
if they continue to fail. As a teacher
your task is to help keep them motivated by finding strategies that work
Note Taker
When students with LD take notes, they often can’t
read their own writing, misspell words, leave out words, and have very little
to show for their efforts. Assign someone who takes good class notes to take
notes for the other student. Assign students who you know like helping others as
note takers
Testing
Allow students who struggle with
completing tests under a timetable to take tests in a separate room or at a
different time. Have someone read the test questions to the student. This can
dramatically improve test scores. The student sees the visual test and hears
the test questions so that both auditory and visual modes of learning are
accommodated
Reading
strategies
·
Reading
Aloud
Have students read aloud to a study buddy
·
Tracing
with fingers or Highlighter
Students with LD often lose place as they read.
There are strategies you can use to help them keep their place. Erasable
highlighters can be found in office supply stores. This helps them keep their
place on the page
·
Word
Windows
They
are small, laminated rectangular sheet that fit on a regular page in a book or
in a note book. A transparent opening in the centre allows students to see only
one line on the page and focus his reading.
Colored Transparencies
One simple correction that helps many students read
better is placing colored transparent sheets of paper over students reading
material. Different students need different colors of transparent sheets. Place
them on top of pages of white paper with black print
Audio Assists
Whenever possible, provide verbal assists, Audio
tapes of books and even instructions can help students. A study buddy who reads
to the student is another audio assist. Ideally combine both the visual with
the auditory assist.
1. E- books and Recorded books
– for some who have a difficult time reading print, do better with e- books
Discover the way each of your students learns best
2.
Phonemic
Awareness and Phonics Activities
Do
phonemic awareness lessons and phonics activities with students at all levels.
This is an area of weakness for many students with LD. The more they practice,
the better they generally can perform.
Spelling
Strategies
Repeat words – several
times for themselves until they can hear
individual sounds
First Three letters
Teach students to look at the first three letters of
a word before they say the word. They often only look at the first letter and
guess at the word
Tactfulness
Be tactful. When student make an error, instead of
immediately correcting them offer corrections in a more positive manner.
“That’s wrong; Ravi, “ say, “Let me show you another way to read this”. Tell
the child that you believe him, it helps him to believe in himself too.
Fun
and interesting books
Findings a fascinating book is important for
students with LD during independent reading time. Find out what interest them,
and offer them books and articles to read in their area of interest. Find
their hooks, their subjects of interest,
and build on them.
Writing strategies
Penmanship
Students
with LD often have trouble with penmanship. They may make reversals and have
difficulty with handwriting
Visual
Strip
Students
often reverse letters or numerals. One effective strategy is to attach a visual
strip to the student’s desk so there is a model for the letters or numbers that
give the student trouble.
Prepare
the Hand
The
hands needs to be prepare before the students can lift those pencils or pens
and begin writing on a chalkboard or note book
Tracing
When
students are ready to start writing have them trace the letter with their
fingers
Math Strategies
Math
is a subject that students with LD may find a struggle. It is important to help
students feel successful.
Making
Math Concrete
Learning
math involves taking an abstract concept and making it concrete in the minds of
students. The best way to teach math is to use manipulative that students can
see, feel, and count. The more concretely you teach math, the more easily
student will learn
Counting
as a foundation - of math learning
Provide
concrete experience to develop the competence
Whole
Body Math
The
more multisensory experiences you use, the better students can learn math
(Winebrenner, 2006)
Multiplication
Tables
Provide students with a CD of the multiplication
tables set to music and have them sing and clap their way through the tables.
That is a good way for them to memorize the tables
Divide
Sheet - to make the work more palatable for students
Color
coding
Color
code operational words like add, subtract, multiply, and divide. When student
need to add, they use red pencils. For other operation, they use different
colours. This help them to remember what they are supposed to do
Learner’s
Remorse
Always assess math learning in a way that separate
it from the student’s language ability. Make sure that students know what you
need them to do. If you see the student is on track, the student continues to
do more. This practice prevents learner’s remorse.
Teaching- Learning Strategies for
LD
·
Begin each lesson with a review of what
has been learnt
·
Tell students the goal of the lesson
·
Place students with special needs near
the teacher
·
Teach all students study skills
·
allow sufficient practice of the concept
or skills
Use Differentiated Instruction
Take into account the learning styles and learning
needs of all students in the class. students with learning disabilities have
different styles of learning. It is important to teach the lesson in several
different ways to responding to different interests, styles of learning, and
personal talents
Use of Assistive and Instructional
Technology
(by us Govt. through Assitive Technology
Act 2004). Assistive Technology for students, with disabilities defined as any
items, piece of equipment, or product system, whether acquired commercially or
customized, that is used for increase, maintain or improve functional
capabilities of individuals with disabilities (IDEA. 2004)
Ways computers can be used by
Students with learning disabilities
·
E-mail.
E-mail is widely used by students with learning disabilities and related mild
disabilities. with e-mail, students can send and receive electronic messages,
make friends communicate with other students and teachers
·
The
Internet : Students enjoy using the Internet
·
Social
Networking: Examples of
popular social networking sites include My space, face book and Twitter
·
Electronic
Storybooks: Electronic
storybooks on CD- ROM offer high- interest stories and words can be highlighted
or read aloud by the computer
·
Voice
recognition devices:
A voice recognition device allows the user to dictate through a
microphone. the device then translates the user speech into a form that the
computer can say
·
Text
Readers: Test reader devices are known as text- to –speech
applications. Such devices convert printed text into synthetic or digital
speech.
Every curriculum should include alternatives to make
learning accessible and appropriate for individuals with different backgrounds,
learning styles, abilities, and disabilities in widely varied learning contents
LD Remediation – Certain Guiding Principles
After the assessment and diagnosis of the problem,
remedial work is to be planned and carried out. The first and important
implication of assessment is the recognition of individual patterns of learning and individual areas of
difficulty. Some children may have problems in certain areas like visual
discrimination or auditory discrimination or motor skills. In the older
children it may be specific problems with writing, spelling or doing maths. In
some cases it may be learning problems combined with other emotional or conduct
problems. Depending on the background data remedial work is carried out.
Guiding principles
The
following basic principles should be kept in mind before starting the remedial
work
(i)
Eliminate possible health and sensory
factors and causes
(ii)
Observe the method through which a child
learns best. If by hearing a child learns. fast, use that method predominantly.
If another child learns best through visual modalities use that method most.
Where ever possible use multisensory
approach
(iii)
Involve parents or older siblings/ peers
in the remedial work
(iv)
Formulate appropriate goals for every
week. Set appropriate concrete, attainable goals for every week and assess the
progress at the end of the week
(v)
Plan specific strategies, to obtain the
goal.
(vi)
Provide ample opportunities for practice
(vii)
Build good relationship with the child
(viii)
Keep a chart of child’s progress and
reward the child after every progress made
Helping the Learning Disabled Child
Once a Dyslexic, always dyslexic; but
appropriate management will help circumvent this problem. There are no quick
and easy method of overcoming learning disability. Parents and teachers must
obtain reliable information and ensure that resource norms for remedial
teaching are staffed by appropriately trained teachers otherwise we will end up
doing more harm
Helping these children is the
collective responsibility of the government, education departments, parents,
teachers and school managements
School managements need to recognize
the enormity of the problem- after all 10% percent of children
(approximately) in each school need help
for their scholastic backwardness. Organizations such as NCERT, RIEs, NIMHANS,
NIMH, AIISH, departments of special education in various universities, need to
take a more practical and urgent role in helping these children
Parents and schools should demand and obtain special
provisions for LD children, such as remedial teaching in schools, exemption
from learning more than one language, provision for scribes ( writers) for
written examination. Governments in certain states like karnataka. Maharashtra
already provide such facilities
Parents and schools also have the
responsibility to build the self- esteem of the LD child and help him cope with
his inferiority feelings. This is possible only by spending ‘ quality time’
with the child. It takes a lot of confidence to raise a hand in class or to
tell the teacher that he has not understood something. It also takes confidence
to keep trying when he does not succeed the first time
Hurtful remarks about the child’s
performance should be avoided. Parents should stop looking far ahead in the life of an LD child, such as worrying
about his board examination his career. Short term, day to day goals should be
set. All pressure on the child for academic performance should ease. This child
need love and respect which are not conditional on his academic skills or
achievement.
The teacher needs to accept the LD
child’s disability and limitations, becoming an innovator to try new or simple
ways to teach and a facilitator to help the child achieve his targets
Tips
for Teachers
Learning
Disabilities
Learn as much as you can about the different types
of LD
Seize the opportunity to make an enormous difference
in this student’s life ! Find out and emphasize what he students strengths and
interest are. Give the student positive feedback and lots of opportunities for
practice
Review the student’s evaluation records to identity
where specifically the students has trouble. Talk to specialists in you school
(e.g., special education teacher) about methods for teaching this student.
Provide instruction and accommodations to address the student’s special needs.
Example include:
·
Breaking tasks into smaller steps, and
giving directions verbally and in writing
·
Giving the student more time to finish
schoolwork or take tests;
·
Letting the student with reading
problems use textbooks on – tape (available through recording for the Blind and
Dyslexic, listed under organizations);
·
Letting the student with listening
difficulties borrow notes from a classmate or use to tape recorded; and
·
Letting the student with writing
difficulties use a computer with specialized software that spell checks, or
recognizes speech
·
Learn about the different testing
modifications that can really help a student with LD show what he or she has
learned
·
Teach organizational skills, study
skills, and learning strategies. These help all students but are particularly
helpful to those with LD
·
Work with the students parents to create
an educational plan tailored to meet the student’s needs
·
Establish a positive working
relationship with the student’s parents. Through regular communication,
exchange information about the student’s progress at school
Conclusion
The underlying neurological problems
may not go way, but with hard work support, people with learning disabilities
can accomplish many professional goals and lead successful lives. It is
important to note the earlier you intervene, the greater the chance that the
child will overcome the learning disability.
LIFE SKILLS
Dr Giby Geevarughese M.Sc,M.Ed
,M.Phil, Ph. D, Mar Theophilus Training College)
·
Definition, Meaning ,Scope
·
Significance
·
Strategies & Activities
·
Role of teachers
1. How will you define Life
Skills?
Life Skills are abilities for adaptive and positive behaviour that
enable individuals to deal effectively with the demands and challenges of
everyday life. They are abilities that facilitate the physical, mental and
emotional well-being of individuals.
2. What are the different types of
Life Skills?
Self-Awareness, Problem Solving,
Decision Making, Critical Thinking, Creative Thinking, Interpersonal
Relationships, Effective Communication, Empathy, Managing Feelings/Emotions, Dealing with
stress
SCOPE
.
Ø Life skills are abilities for
adaptive and positive behavior that enable individuals to deal effectively with
the demands and challenges of everyday life.
Ø Life skills are abilities that
facilitate the physical, mental and
emotional well-being of an individual
3.
How these skills can be developed?
4. Role of teachers
Self Awareness : Able to segregate
positive and negative qualities .Explore the self and identify strengths,
weakness, opportunities and threats . Maintain self –esteem
for positive development
Assessments: Joe Hari Window
Swot Analysis
Life Tree Test
Activity :
Action Song
Communication Skills : understanding what others are communicating , effective
communication
Interpersonal Skills : Improve the quality in ones
relationship and intimacy with appropriate people
Decision Making : Take decisions based on
facts rather than beliefs, Adopt
healthy choices
Problem solving : Adopt
measures to solve problems in day to day life
No comments:
Post a Comment