Discuss the learning process in the above scenario using any two principles of teaching. ji. Scenario: You teach in a school in the city. Anita is a mew student in your class. She has come from a village with Maharashtra. Discuss the following (Make relevant assumptions). a) How do you think this contextual change will affect her? b) What measures will you take to ensure that she is able to cope up with this contextual change and learns to the best of her ability? 2.7 Exercise ral Now let us check what we have learnt so far. i, Learning involves a change in behavior, Explain ii, State the variables in Huitt’s model. Explain each with an example. 2.8 References ce http://www.slideshare.net/789052/teaching-learning-process?related=2 17It adds variables related to context and student and teacher characteristics. Important context variables must be considered because our society is rapidly changing from an agricultural/industrial base to an information base, this too depends on the learner's social context, For e.g. of the learner is from a rural background or from an economically constrained background his context will be impact his learning as compared to other learners from comparatively urban or financially stable backgrounds. Thus context influences and modifies the way learners process learning as well as defines the important knowledge and skills that must be acquired to be successful in that society. Huitt's model shows a relationship among the categories of Context (home environment, school, and community environments), Input (what students and teachers bring to the classroom process e.g prior knowledge, motivation etc.), Classroom Processes (what is going on in the classroom e.g. strategies and tools used), and Output (measures of learning done outside of the classroom e.g. actual performance). This model shows Input and Output as the beginning and end of the teaching/learning process, Educators must first identify or propose an end because how you identify and measure the end product (Output) will influence the selection of important predictor variables. Until the outcome objectives are known, nothing else can be considered. gies Select the correct options: Huitt’s models considers: a) Context b) Input ©) Output d) Classroom Processes e) All of the above f) None of the above “Feedback Answer Key-e 2.6 Chapter End Assignment Discussion Forum i. Scenario: A group of people have joined a Baking class. Some are completely new to Baking while some have tried their hands on it at home. 16Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn, -Herbert A, Simon, (one of the founders of the field of Cognitive Science, Nobel Laureate, and University Professor (deceased) at Carnegie Mellon University). As the quotation above implies any teaching activity must account for the learner primarily, However instructors who want to investigate the criteria and conditions that promote student learning find: + Research articles with theary and technical discussions of learning, * Books and Web sites with concrete strategies and tools for course design and classroom pedagogy. The first type of resources focus on learning but are often technical, inaccessible, and lack direct application in the learning environment, while texts of the second type often leave instructors without a clear sense of why (or even whether) particular strategies promote learning. Neither of these genres offers what many instructors really need— a model of student learning that enables them to make sound teaching decisions. In other words, instructors need a bridge between research and practice, between teaching and learning. There may be several issues that inhibit learning for e.g.: Application of learning, prior knowledge affecting learning, lack of motivation. 2.5 Huitt’s Model Figure 3.1 Image Source: htto://wew.edpsycinteractive,ora/papers/mocdeltch htm! This model identifies the major categories of variables that have been related to school achievement, The model includes additional contextual influences along with school, classroom, teacher, and student. Huitt's model attempts to understand the differences in learning even though the methods and tools may be the same. The model focuses on school and classroom-level processes and the redefinition of Academic Learning Time. 15Now let us check what we have learnt so far. i, State the seven principles of teaching. ii. Give an example where students’ prior knowledge can hinder learning. iii, In pedagogy how can the teacher ensure that the motivation of the learner is maintained throughout the learning process? Give an example. iv. Give an example where the students need to integrate skills to achieve mastery. v. Explain the role of feedback in learning. vi. How does the social and emotional climate of the course impact learning. Explain with an example. vii. What is Self-Directed learning? What is required in order to be self-directed learners? 2.4 Understanding Teaching-Learning Process What is learning? wr] Box 2.2 ‘Shiksha’ is an NGO which works for educating children in remote areas. They use teaching aids such as sticks and stones etc. They take the children to the fields and use things seen there to learn. A lot of their education is also around educating the children about superstitions and hygiene. Slowly the children have started convincing their parents to build toilets in their houses. They also explain them the scientific reasons for many superstitions. Learning is a process, not a product. However since it is an abstract process the only way to conclude that learning has occurred is by judging the students’ products or performances. Learning involves change in knowledge, beliefs, behaviors, or attitudes. This change can be immediate or over a period of time. The impact of learning is on how students think and act. Learning is not something done to students, but rather something students themselves do. It is the direct result of how students perceive and respond to their experiences. 14A clearly defined specific goal or criterion encourages learning and performance. This occurs when students engage in practice that targets an appropriate level of challenge, and is of appropriate quantity and frequency to meet the performance criteria. Drill and Practice must be combined with feedback: + on students’ performance relative to specific target criteria * provides information to help students progress in meeting those criteria, and + is given at an appropriate time and frequency. vi. Students’ current level of development interacts the social, emotional, and intellectual climate of the course to impact learning. Learning is dependent on not only intellectual but also social and emotional aspects of the students’ life. While we cannot control the developmental process, we can shape and influence the intellectual, social, emotional, and physical aspects of the classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students’ learning. ji. To become self - directed learners, students must learn to monitor and adjust their approaches to learning. Metacognitive Processes such as assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working are required to have a self-directed approach towards learning. However these do not come naturally to the learners and need to be developed to monitor and control their learning. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners. ast vee ¥ Match the following 1. May hinder learning a) Motivation 2. Knowledge structure b) Mastery 3. Positive value in Goal ¢) Prior knowledge 4. Skill integration d) Schema 5. Encourages performance e) Emotional development 6. Influences learning f) Feedback 7. Monitor own approach g) Self -directed learners 13The seven principles of learning originate from the understanding that: (a) Learning is a developmental pracess that intersects with other developmental processes in a student's life, and (b) Students enter our classrooms not only with skills, knawledge, and abilities, but also with social and emotional experiences that influence what they value, how they perceive themselves and others, and how they will engage in the learning process 2.2 Principles of Teaching i, Students’ prior knowledge can help or hinder learning. Students come into any course with prior knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to the classroom, it influences how they perceive what they are learning. If a student's prior knowledge is clear and accurate and triggered at the appropriate time, it provides a strong foundation for building new knowledge. This is because the existing knowledge structures also known as ‘schema/schemata (plural)’ in the brain are triggered and the new knowledge anchors itself on them. Such knowledge is retained for longer period of time. However, when prior knowledge Is inert, insufficient for the topic to be learned, it can interfere with or impede new learning and its retention. . How students organize knowledge influences how they learn and apply what they know. Students naturally make connections between schemata or pieces of knowledge, When those connections form knowledge structures i.e, new schema that are accurately and meaningfully organized, students are better able to retrieve and apply their knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately. Students’ motivation determines, directs, and sustains what they do to learn. Motivation plays a critical role in the quality of the learning specially as students enter college and gain greater autonomy over what, when, and how they study and learn. When students find that there is a positive value in the goal or activity, there is a higher probability to achieve a desired learning outcome. When they find support from their context or environment, they are likely to be more motivated to learn. iv. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned. Students must develop not only the component or individual skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to imbibe more fluency and automaticity. Finally, students must learn the application of the skills and knowledge they learn and raise their factual knowledge to a higher order. It is important for instructors to develop an awareness of these elements of mastery to achieve effective learning. v. Goal - directed practice coupled with targeted feedback enhances the quality of students’ learning. 12Chapter 2: Principles of Teaching Understanding Teaching Learning Process. 2.0 Objectives At the end of this Chapter you will be able to + Explain the 7 Principles of teaching and their impact on Learning + Explain the characteristics of learning process = Describe the factors affecting the teaching-learning process using Huitt's model 2.1 Introduction Box 2.1 In the example Box 1.1 Ms. Naina uses a lot of interesting material to keep the learners engaged, she also asks a lot of questions to understand how much the children already know. She teaches the new concepts using the learners’ current knowledge. This helps the learners to learn better. The book, Seven Research-Based Principles for Smart Teaching describes seven learning principles— each principle is based on research evidence from the science of learning and the science of instruction. Oe Cn rea re Figure 2.1 Seven Principles of Teaching ut* Effective Educators who devise strategies to ensure that all of the knowledge is transferred across all the students. «Efficient educators who transfer maximum knowledge in the least amount of time and cost. orivery ra Discussion Forum i. Discuss any one difference between Andragogy and Pedagogy (you may also refer the following video Video: httos://www, youtube.com/watch?v=VhydhDaOBGU) 1.4 Exercise Now let us check what we have learnt so far |, What is Pedagogy? Why do you think is it mainly teacher-centric? li, Differentiate between Andragogy and Pedagogy with examples, lil, Explain the development of pedagogy. lv, State the need and importance of Pedagogy for effective learning in your own words, You may also refer the below links for further reading Pedagogy « http://serc.carleton.edu/sp/index.html + httos://youtu.be/DSupWyxNINO 10go 1. Select the correct option: You have a diverse set of students where a few have very good prior knowledge of the subject. You leverage this by assigning slight difficult task and seating the regular students to the more knowledgeable peers. This is called: a) Andragogy b) Pedagogy ©) Scaffolding Answer key 1c 1.3 Need and Importance Pedagogy is a master plan that includes: * The objectives of instruction * Details of what is to be done by a teacher * The instructional strategies, instructional equipment. The teacher decides instructional objectives, equipment and strategies with every aspect of learning conditions to be created. All the required tasks, strategies for realization of specific goals facilitates effective teaching are designed. Thus pedagogy offers enormous potential for improving the delivery of information in all form of education. It involves various lagical steps to arrive at logical inference. Pedagogy can help further us to be: * Aware of our influence on children * Children are our future and we need to be aware of the experiences that children have in their early years as they help them to develop as confident, powerful, competent individuals and govern the society they would be forming, + Formal education based on pedagogy can provide active support from adults as teachers who are: well informed about child development are respectful of and interested in children © are knowledgeable about and value the importance of play and the powerful contribution it makes to children’s development and learning recognize and create learning contexts that are real and meaningful to the child = Reflective educators. As adults we learn from empirical research - general evidence from practice - individual and group reflection - exploration and enquiry - being comfortable accepting that we are still learning. Reflecting on these experiences can help in their application in teaching and development of pedagogy.aguvls Select the correct option: 1. In andragogy, the instructor is the only source of knowledge a) True b) False Creccbect a5 Answer key 1-b 1,2 Development of Pedagogy Jerome Bruner, one of the most influential educational psychologists developed the theory of instruction. He has described the key instructional components of curriculum: its sequence of activities in which learners become seif- sufficient problem-salvers. ‘One of the earliest influential books in pedagagy was by Paulo Freire. His book Pedagogy of the Oppressed (first published in English in 1970) became a key resource for many education programs in higher education and explorations around critical pedagogy. Also, there was huge influence of Jerome Bruner’s discussion of the culture of education (1996). He argued that teachers need to pay particular attention to the cultural contexts in which they are working and of the need to look to ‘folk theories’ and “folk pedagogies’. "Pedagogy is never innocent’, he wrote, "It is a medium that carries its own message’, Piaget made very significant contributions in lessons on child development, He proposed a few emotional develapmental stages that a person goes through as he or she matures. His theory propagates the idea of self-directed advancement. According to it as a child grows it explores its own environment, and this exploration is a catalyst for stage advancement and consequential learning, His theory does not talk about learning from interactions with peers. While he does mention contact with others, he uses the manner in which one socializes as a diagnostic tool rather than as a vector for growth. An alternative theory of child development was created by Lev Vygotsky. Unlike Piaget, ‘Vygotsky believed that social interaction was vital to the developmental process. His theory gave the concept of a Zone of Proximal Development. The idea of a zone of proximal development is that a person can learn very well if given a task that is slightly outside their usual capability with the aid of another, more skilled person, A way to use the zone of proximal development in teaching is though scaffolding, Scaffolding is when a teacher initially gives lots of support for a task but decreases support as the lesson wears ‘on. In doing so, the teacher keeps the task within the students’ zone of proximal development. The task is hard enough to encourage growth, but not so difficult that the student becomes frustrated and gives up.Pedagogy can be defined as the strategies, tools and practices used in teaching. Since it is primarily focused on teaching children the approach is mostly teacher-driven. The focus Is mainly on teacher's methods to transfer knowledge to the learner since the learner or the child is dependent on the teacher, who is the prime source of knowledge. The teacher is responsible for the learning experience of the children. Most of the teaching Is based on pre-defined curricula. Pedagogy relies heavily on grades to understand the extent of learner’s comprehension of the topic. In the conventional sense of the word, pedagogy is authority-facused, the learning is "top-down," in that a teacher is the main ‘giver’ of knowledge. The teaching methods used in pedagogy are focused on transferring foundational knowledge. The now defunct General Teaching Council for England, described it as: Pedagogy is the stuff of teachers’ daily lives. Put simply it’s about teaching. But we take @ broad view of teaching as a complex activity, which encompasses more than just ‘delivering’ education, Another way ta explain it is by referring to: |. ‘The art of teaching - the responsive, creative, intuitive part li, ‘The craft of teaching ~ skills and practice lll, The science of teaching = research-informed decision making and the theoretical underpinning. Course Con LearningStrategies and Resources on Strategy J Assessment Tools Figure 1.3 Effective Teaching As per pedagogy effective teaching is dependent on . Clear definition of Objectives . Devise of appropriate methods and learning materials . Suitability of the content of the subject . Evaluation Strategies and tools used for the learnerModul: ‘Chapter 1: Pedagogy-Meaning, Development Need and Importance 1 Understanding Pedagogy 1.0 Objectives At the end of this Chapter you will be able to * Define Pedagogy + Explain the development of Pedagogy * Explain the need and importance of Pedagogy 1.1 Introduction ia Box 1.1 Ms. Naina always starts her sessions with something interesting like charts, models or ‘a small experiment to arouse the curiosity about the topic. She asks questions in between and makes everyone participate in the learning. She also discusses how the concept can be applied to daily lives. She is everyone's favorite teacher and students always fare well in her class. Meaning of Pedagogy The literal meaning of pedagogy is “leading children. It also means the science of teaching and instructional strategies. Pedagogy is also referred specifically to the methods used to educate children. This is in contrast to the team ‘Andragogy’ which was devised to focus on the practices used to teach adults. ‘Andragosy Fig 1.1: Pedagogy Fig 1.2: AndragegyINDEX Module: 1 Understanding Pedogogy ‘Chapter 1: Pedagogy-Meaning, Development Need and I ‘Chapter 2: Principles of Teaching Understanding Teaching Learning Process ‘Chapter 3: Classroom Management Learner Characteristics ‘Chapter 4: Media for Children Chapter 5: Instructional Strategies for School Childress Module: 2 Understanding Androgogy.. ‘Chapter 6: Andragogy-Meaning, Development Need and Importance, ‘Chapter 7: Principles of Andragogy Instructional Strategies for Adult Learn Chapter 8: Models of Self Directed Learning: Grow's Model... Chapter 9: Models of Self Directed LEBriinigsesssssesessssssenes ‘Chapter 10: Transformative Learning Module: 3 Heutagogy. ‘Chapter 11: Heutagogy - Meaning and development Need and Importanc a searrsnenreseee SS ‘Chapter 12: Principles of Heutagogy .. ‘Chapter 13: Applying Heutagogy in Distance Learning sss ‘Chapter 14: Heutagogy and Lifelong Learning s.. ‘Chapter 15: Transition from Pedagogy to Heutagogy «. seeeesseee BT Module: 4 Assessment and Evaluation. ‘Chapter 16: Meaning of Assessment and Evaluation .. ‘Chapter 17 Types of Evaluation. Chapter 18: Assessment tools, References: aseereee 105Module 3: Understanding Heutagogy (Credits: 1, Hours: 15 Marks: 25) Objectives: The learner will be able to: + explain and reflect on development of concept of heutagogy Content + Meaning and development of concept heutagogy + Need and importance, + Principles of heutagegy + Applying heutagogy in distance learning + Heutagogy and lifelong learning + Transition from pedagogy to heutagogy «Educational implications Module 4: Assessment and evaluation (Credits: 1, Hours: 15 Marks: 25) Objectives: The learner will be able to: + Discuss types af evaluation. + Suggest appropriate tool of evaluation. + Develop evaluation tool. Content: * Meaning of assessment and evaluation + Need and importance of evaluation + Types of evaluation: Purposive, formative, summative + Assessment tools for school student, adult learner, distance (achievement tests, examination, Rubrics for case studies/projects/poster presentations, assessment of group work/discussions/seminars) Assignments: + Develop two activities for school students for face to face mode.(10 marks) + Prepare a session plan for adult learner(10 marks) * Develop a instructional plan based on principles of heutagogy.(15 marks) + Prepare a rubric to assess a seminar or project/discussion/presentation (15 marks)Syllabus Core Course IV (Group A) Androgogy, Pedagogy and Heutagogy (100 Marks, 4 credits) Semester-I Module 1: Understanding Pedagogy (Credits: 1, Hours: 15 Marks: 25) Objectives: The leamer will be able to: © Explain the meaning, need and importance of pedagogy. + Prepare instructional plan for teaching students, Content: * Meaning development of concept of pedagogy + Need and importance, Principles of teaching Understanding teaching = learning process. ( elements and its relationship) Classroom management Characteristics of learner Media for children Instructional strategies for school students + Education implication Module 2: Understanding Andragogy (Credits: 1, Hours: 15 Marks: 25) Objectives: The learner will be able to * Discuss the meaning, need and importance of andragogy. + Develop instructional plan for adult learner. Content: + Meaning and development of concept andragogy * Need and importance, * Principles of andragogy + Instructional strategies for adult learner + Models of Self directed learning ( Grow’s Instructional model, Tough's sequential model, Brockett and Hiemstra’s interwoven model) Transformative learning. Educational implicationsCourse Preparation Team ¢ Content Writers: Department of Education Technology SNDT, Women’s University © I/c Director: Dr. Arundhati Chavan * Co-ordinator: Mr, Mangesh Kadam (Asst. Professor-cum-Asst.Director) ¢ Instructional Designer: Ms, Minal M, Kawale Ms. Trupti Gawde OCentre for Distance Education, S.N.D.T Women's University. All rights reserved. No part of this work may be reproduced in any form by mimeograph or any other means without written permission from centre for Distance Education, S.N.0.T Women’s University. Publishing year 2016. 2Centre for Distance Education SNDT Women’s University Mumbai- 49 M.A. Education (W.e.f. 2015-16) (New Course 80 Credits) Semester- I Course Name: Pedagogy, Andragogy and Heutagogy ‘Course Code: 122004