C-1- Childhood & Growing up

Unit - 2: Developmental Process:
a. Genetic background & Devpt
b. Trends in Devpt - (Devpt,al direction, Differentiation & Integration & Cumulative Influence)
c. Maturation

Unit-6: Self & Emations:
a. Formation of Self (Self concept, Self Esteem & Self Efficacy)
b. Emotions: Goleman's Theory of EI
c. Identity Crisis: Marcian Theory

Please divide in groups & make a write up of important points of the above:

Revising Course-5: Learning & Teaching

Dear FYBEd Students of 2016-17,

Please mention the form of point-wise outline, of what do you think would be the content & form of the answer for the following questions:

Q.1. "Gardner's theory of MI contributes to achieve the ultimate goal of education." Elaborate.
(10 marks - 2016 UoM Paper) - (Unit -1)

Q.2. "Motivation is inevitable for learning." Justify with reference to the techniques, a teacher will use to enhance student's motivation. (10 marks - 2016 UoM Paper) - (Unit - 1)

Q.3. Elaborate Bruce Tuckman's Revised Model for group development. Explain the role of the teacher in group formation. (10 marks - 2016 UoM Paper) - (Unit - 3)

Q.4. Define reflective thinking. Explain the strategies to develop reflective thinking among students. (10 marks - 2016 UoM Paper) - (Unit - 5)

Q.5. Explain Bruner's Theory of Discovery Learning. State its educational implications. (10 marks - 2016 UoM Paper) - (Unit - 2)

Q.6. Elucidate the professional competencies of a teacher for classroom with respect prevention and intervention. (10 marks - 2016 UoM Paper) - (Unit-6)

Q.7. Explain the types of learning for transfer and ways to promote learning for transfer. (10 marks - 2016 UoM Paper) - (Unit-3)

Q.8. "Educating the learner with dysgraphia is a challenging task". explain with reference to the characteristics and educational strategies for dysgraphic children. (10 marks - 2016 UoM Paper) - (Unit-4)


Thanks.

Relationship between Teaching & Learning:

Some pertinent points are as follows:

•It is also possible that while the teacher tries to provide equal opportunities & learning situations through her teaching, the variance in the learning achievement of her students may be quite significant.

•Similarly, if one decides to learn something, it is not essential for him/her to wait for a teacher or teaching formalities. S/he may learn through experience. Self-study or self-learning may also help him/her in achieving his/her target.

•While teaching is an interactive process involving interaction between teacher and students, learning may be purely a one-sided activity needing no interaction.

•B. O. Smith (1961), "Learning does not necessarily issue from teaching, that teaching is one thing and learning, is quite another". 

•It is wrong to suggest and accept that learning is directly proportional to teaching or vice versa. Both the concepts may exist and function independently.

•It is true that teaching and learning may go independently, but for the good things to come there is a need of a good relationship between the two. They are to join hands, come near and have a synthesis, known as teaching-learning process.

To enhance our understanding, I invite learners and teachers to contribute constructively & positively with their insights & experiences on the above-mentioned relationship between teaching & learning.