concept of programme instructional and principal (navpreet kaur rollno 21)

Concept of programmed instruction

Programmed learning based system which helps learners work successfully. The method is guided by research done by a variety of applied psychologists and educators.  The learning material is in kind of textbook or teaching machine or computer. The medium presents the material in a logical and tested sequence. The text is in small steps or larger chunks. After each steps, learners are given a question to test their comprehension. Then immediately the correct answer is shown. This means the learner at all stages makes responses, and is given immediate knowledge of results.

 According to thorndike “ if, b a material of mechanical ingenuity , a book could be so arranged that only to him who had done that was directed on page one would page to become visible and so on much that now requires personal instruction could be managed by print”.

                 Thorndike , however did nothing with his idea . The first such system was visited by Sidney L. Pressey in 1926. The fist teaching machine was developed by Sydney L. Pressey .  while originally developed by a self scoring machine .

 Principles of program and instruction

1.     active learning response:  to what extent a learner can understand is judged  by making                him /her answer questions . the etent of a learners understanding his ascertained from what is denominised  in the responses .

2.     immediate feedback:  let a learner know whether his/her answer is correct or incorrect immediately . give the learner the subsequent question he/she knows whether his/her response is right or wrong .

3.    small steps:  set small steps in order to prevent a learner from stumbling as much a possible. When he / she make some mistake, there is the risk of being labeted of failure.

4.    self pacing:   let the learner decide the speed of learning so that he/she can learn at his/her on pace. Consider that can appropriate speed from learner to learner .

5.    learner verification:   whether the program is good or bad is judged not based on a            specialists opinions, but whether learning is actually established or not . to that end get learner who have yet to learn the subject matter to try the programme under development .

        

Constructivism by Gagandeep singh

Constructivism

Fundamentally, constructivism says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.

Constructivism as learning theory

·                    Learning is an active process

·                    Knowledge is constructed from (and shaped by)         experience        

·                    Learning is a personal interpretation of the world

·                    Emphasizes problem solving and understanding

·                    Uses authentic tasks, experiences, settings, assessments

·                    Content presented holistically –not in separate smaller parts

Constructivism is a process –the instructor

·    Adapt curriculum to address students’ suppositions

·    Help negotiate goals and objectives with learners

·    Pose problems of emerging relevance to students

·    Emphasize hands‐on, real‐world experiences

·    Seek and value students’ points of view

                    Social context of content

Constructivism is a process –the student

·                    Member of community of learners

·                    Collaborate among fellow students

·                    Learn in a social experience –appreciate different      perspectives    

·                    Take ownership and voice in learning process

Constructivism is an instructional strategy

·                    Involves collaboration between instructors, students    and others (community members)

·                    Tailored to needs and purposes of individual learners

·                    Features active, challenging, authentic and    multidisciplinary learning

·                    Constructivism can help students Pursue personal interests and purposes

·                    Use and develop his or her abilities

·                    Build on his or her prior knowledge and experiences

    Develop life‐long learning

Applying constructivism in the classroom

·      Pose problems that are or will be relevant to students

·      Structure learning around essential concepts

·      Be aware that students’ points of view are windows into their reasoning

·      Adapt teaching to address student’s suppositions and development Assess student learning in context of teaching

Implementing constructivism in an online setting

·                    Individuality and choice in practical tasks; negotiated report titles

·                    Practical tasks use Internet to create Web pages, concept maps, etc.

·                    Videos replace (some) lectures

·                    Exams replaced by reports on issue or research on Internet resources

·                    Work in pairs, groups –Blackboard supported

     

IN-SERVICE TEACHER EDUCATION(BY AAKASH SINGH)

NEED AND IMPORTANCE OF IN-SERVICE TEACHER EDUCATION

The following points indicate its need and importance. 

1. EDUCATION- A LIFELONG PROCESS:-

The teacher who does not study side by side can’t remain a good teacher. Training of a teacher is a lifelong process. He should continue making efforts in this direction for the whole life.

2. PROFESSIONAL GROWTH:-

        Every teacher is a expected to be professionally bound, for the professional growth, he always needs the guidance and help of others.

3. EDUCATION IS DYNAMIC:-

         Education is very dynamic. It depends upon the society which is fast changing. 

 4. MAKES DEMOCRATIC

            In-service education helps the teacher in becoming fully democratic. By in-service education programmes, the teacher is able to meet people of all types and he is also able to share his experience with others.

WHAT IS CREATIVITY(BY AAKASH SINGH)

WHAT IS CREATIVITY

Creativity is the act of turning new and imaginative ideas into reality. Creativity is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, and to generate solutions. Creativity involves two processes: thinking, then producing. If you have ideas but don’t act on them, you are imaginative but not creative.

The Importance of Teacher Education Programs by Amrita Tejpal

Why it is important to have in-service agencies in teacher education programs?

It is possible that a teacher has completed his or her training and college education without learning new techniques. When this happens, the material becomes mundane, and does not adequately incorporate new techniques and technology that may be available. Today, teacher education programs offer teachers ways to keep their classrooms and curriculum fresh, exciting, and highly educational. They also teach new teaching styles, and offer further teacher education certification.

More and more states are now mandating teacher education programs, and teacher unions are now on board with these educational tools as well. These new programs have shown a great deal of benefit, such as the ability to earn teacher education certification, improve their general skills, improve overall organization, improve time management, improve educational technology knowledge, and learn ways to better motivate students. All of these aspects have been shown to result in better student grades, and a higher level of classroom interest.

It should come as no surprise that if a student better understands the subject material, and is taught in a more efficient way, they will flourish both in and out of the classroom, and even help to achieve better rankings for their school. Creating a setting that interests students, makes them feel comfortable, and encourages them to participate in classroom activities and ask questions, leads to a more effective lesson, and greater overall learning.

By providing teachers with teacher education programs they are able to continue their own educations, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new techniques. Not only is it critical for teachers to know their material, they must also be able to help students in order for them to truly succeed. These programs provide just that, educating teachers on the best ways to instruct and motivate students for the best possible outcomes.

Role of NCERT in Indian Education( BY AAKASH SINGH)

Role of NCERT in Indian Education:

• NCERT organizes / conducts various programmes with respect to Research, Development, Training, Extension-services, publishing study - material, and evaluation.

• It aims at qualitative improvement of school - education.

• It aims at qualitative improvement of school - education rather than quantitative expansion.

• It wants to make our education relevant to national objectives and social needs.

• Besides researches conducted at NIE, NCERT offers financial aid to research projects of the teachers.

• It also organizes summer Institutes to school teachers and teacher  educators for attaining their professional growth. Through these measures NCERT wants to achieve qualitative improvement in Education.

POSTED BY: AAKASH SINGH

National Council of Teacher Education (NCTE)(BY: AAKASH SINGH)

National Council of Teacher Education (NCTE) :

Kothari commission Report (1964-66) criticized Teacher Education Programme being conventional, rigid and away from reality. 

Objectives :

• To work especially towards planned and coordinated development of teacher-education.

• To improve the standard and functioning of teacher-educators.

Functions :

According to the Act 1993, NCTE performs the following functions :

• Undertake survey and studies relating to various aspects of teacher-education and publish the results. 

• Making recommendations to the center and State government Universities, the U.G.C and other institutions in the preparation of plans and programmme’s in the field of teacher education.

• Coordinating and monitoring teacher education and its development in the country.

• Preparing a guideline with regard to minimum qualifications for the candidates to be employed as teacher- educators at different levels.

• Developing norms for any specified category of courses or training in teacher-education, including minimum eligibility criterion for admission.

• Preparing a guideline and specified requirements for starting new courses and programmes under teacher education.

POSTED BY: AAKASH SINGH