UGC-HRDC

BANGALORE UNIVERSITY

PSYCHOLOGY FOR EFFECTIVE

LEARNING AND TEACHING

Dr.H.V.VAMADEVAPPA,
Principal(Retd)
M.M.College of Education,
Davangere-577004
Email: vamadevhv@gmail.com
Ph: 08192-261222,9448317451
 PSYCHOLOGY FOR EFFECTIVE
LEARNING AND TEACHING

 Teaching: Nature, Objectives,

Characteristics and Basic requirements
 Learner’s Characteristics
 Factors affecting Teaching
 Methods of Teaching
 Teaching Aids and
 Evaluation Systems
 TEACHING
 TEACH : “Impart knowledge or skills; give
instruction or lesson; instill, inspire with”.
(Little oxford Dictionary)
 Teaching: “The art of assisting another to
learn. It includes the providing of
information (instruction) and of appropriate
situations, conditions or activities designed
to facilitate learning”.
(English & English, 1958)
Teaching is…… an interactive process,
Primarily involving classroom talk,
which takes place between teacher and
pupils and secures during certain
definable activities. The teaching
activities recognised here are
motivating, planning, informing,
leading discussions, disciplining,
counseling and evaluating
(Amidson & Hunter 1967)
• Teaching Aptitude is not precisely
the knowledge and comprehension
but
IT IS THE ATTIUDE +POTENTIAL
CAPACITY TO BE AN EFFECTIVE
TEACHER +INCLINATION
Teaching is definitely not
 Philosophically Teaching is
 Unfolding the personality of the child.

 Taking child to the citizenship of the

international world( Vishwa Manav).

 Chiseling from raw to refined form

 Psychologically teaching is
 Modification of behavior by
– Reinforcers.
– Creating interest
– One’s desire to change
– Without mental stress
 It is not spare the rod and spoil the child but it is to
spare the rod and save the child.
 Punish the cause and not the Person
 Teaching Processes:
 Sociologically it should be:

– Democratic.
– Respectful to the students.
– Respectful to the Human Rights.
 Teaching aims at
• Cognitive development (Sound mind)
• Physical development (Sound body)
• Psychologically equipped (self concept,
Achievement Motivation…etc)
• Knowledge component
• Social man (respect to the state and law of land,
socialization).
• Positive, Scientific, Constructive
 Teaching Model

Objectives Teaching
Evaluation
Process

Feed Back
 Factors influencing teaching
 Objectives (Purpose)
Vision, Goals, Broad Objectives, Specific
Objectives
 Teacher Competency
 Content
 Climate
 Learner’s Characteristics
 Individual Differences : Intra I.D & Inter I.D
- Interest
- Attitude
- Aptitudes
- Intelligence
- Maturation
- Motivation
- Memory and forgetting
- Attention
 Exceptional Children
- Gifted
- Slow learners
- Creative
- Mentally Challenged
- Physically Challenged
- Learning Challenged
- Socially and Emotionally exceptional
 Methods of Teaching
Methods of Teaching – Large groups
 Lecture Method
- Planning
- Knowing the background (Testing Previous Knowledge)
- Organising the material to be taught
- Presentation of Material
- Analysis and Synthesis
- Evaluation
- Recapitulation
 Illustrated Lectures : With Projected / Non Projected Materials
 Lecture – Cum demonstration
 Lecture – Cum Buzz Sessions
 Lecture interposed with questions
 Seminar – Paper presentations followed by discussions.
 Symposium
 Panel Discussion
 Team Teaching
 Project Method :Selection of a problem
Defining a problem
Collection of data
Analysis of data
Testing & Evaluation
Use of appropriate communication technique
 Work Shop
 Methods of Teaching – Small Groups.
 Group Discussions
 Role Playing
 Buzz Group technique
 Brainstorming
 Case Discussions
 Assignments
 Individualised Instruction Methods :
- Programmed instruction (PLM)
- Computer Assisted Instruction
 LECTURE METHOD-Hints to new lecturers

Speak loudly and clearly, do not mumble, use change in tone,

pause, don’t go too fast.

Plan, prepare, structure every lecture to give a clear, simple and

original perspective to the subject.

Make it understandable-explain, emphasize, recap and

summarize main points and relate to current examples and
applications. Don’t confuse with unnecessary long statements,
be clear and simple , clarify key points, stress the particular
overall.
Watch out for reaction and feedback, invite
questions and ask questions , encourage
participation, involve your audience.

Be adequate, do not try to cover everything

and give too much factual information,
speak round a maximum of 4to 5 points.

Read widely around the subject area from

different sources, know your subject, and
understand your materials.
• Keep time, don’t rush, don’t arrive late,
don’t worry about finishing before time but
don’t let it happen in every lecture.
• Look at your audience, meet their eyes, do
not talk just to the first row, do not talk
when you were writing or facing away from
audience, do not distance yourself.
• Assemble as much as possible, materials to
which the students won’t have easy
access(up-to-date material from journals and
scientific meetings, etc.)
• Don’t read from your notes or dictate or
transcribe notes.

• Project your enthusiasm for the topic, don’t

look bored, enjoy it. Be interesting and
humorous but not too much.

• Prepare handouts for students.

 Teaching Aids
 Non Projected Aids :
- Chalk boards
- Graphics through Photo printing and duplicating
- Pictures
- Models
- Recordings – Tape and Cassettes
- Radio
- Teaching Machines
 Projected Aids :
- Epidiascope / visualizer
- Over head Projector
- Slide Projector
- Filmstrip Projector
- Sound Motion film Projector
- Television
- VCP & DVD – Videocassettes & VCD’s
- Computers
-LCD
 EVALUATION

Quantitative description of pupils’

achievements
+
Qualitative description of pupils’ abilities

Value Judgments about achievements and

abilities
Functions of Evaluation
 To make provision for guiding the growth of individual pupils.
 To diagnose their weaknesses and Strengths.
 To pinpoint areas where remedial measures may be desirable.
 To provide a basis for a modification of the curriculum, syllabus
or courses.
 To provide a basis for the introduction of experiences to meet
the needs of individuals and groups of pupils.
 To motivate pupils towards better attainment and growth.
 To test the efficiency of teachers in providing learning
experiences and the effectiveness of instruction.
 To improve instruction
 To bring out the inherent capabilities of a student, such as proper
attitudes, habits, skills, appreciation, understanding of
knowledge.
 Evaluation should be objective based

Cognitive Affective Psychomotor

-Knowledge -Interests -Skills
-Comprehension -Attitudes
-Application -Values
-Analysis -Appreciation
-Synthesis
-Evaluation
Evaluation should be a continuous process
 Formative Evaluation or Process Evaluation
 Achievement tests – Unit tests
 Diagnostic tests
 Remedial teaching
Evaluation should be Comprehensive
 Academic and Non academic areas
 Personal and Social traits
 Aptitudes
 Desirable attitudes
 Health Status
 Proficiency in Co-curricular activities.
 Types of Evaluation Procedures
 Placement Evaluation – Evaluation of pupil entry
behaviour in a sequence of instruction.
 Formative Evaluation – Evaluation of pupil learning
progress during instruction.
 Diagnostic Evaluation – Evaluation of pupil learning
difficulties during instruction.
 Summative Evaluation – Evaluation of pupil
achievement at the end of instruction.
Thank you