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Objectives:

1. To understand the concepts in psychological


aspects of learning mathematics.
2. To know various special instructional approaches
in teaching mathematics.
3. To understand and develop the skill of handling
teaching aids in mathematics.
4. To develop the skill in handling computers and
make use of computer assisted
instruction in teaching learning mathematics
aspects of learning
mathematics (12 hours)
1.1 Formation of mathematical concepts - ideas of
Piaget and Bruner.
1.2 Factors influencing the learning of mathematics -
motivation, maturation,
perception, special abilities, attitude and aptitude.
1.3 Behaviourism, humanism, constructivism
learning mathematics.
1.4 Classroom interaction analysis and its
implications in learning mathematics
(FIACS)
1.5 Developing creativity in Mathematics classroom.
1.1 Formation of
mathematical concepts -
ideas of Piaget and Bruner.
Psychology of Learning Mathematics
Learning is often defined as a relatively permanent
change in behaviour as a result of experience.
Psychology of learning mathematics is concerned
with the various types of learning and the reasons
and causes that allow learning to occur.
Psychology of learning
Kinesthetic learning
Constructivist learning
Memory consolidation
Collaborative Learning
Kinesthetic Learning
Kinesthetic learning incorporates both physiological
and cognitive process facilitating internalizing new
knowledge for later recall
Constructivist Learning
Assimilating, reconstructing and incorporating
new information into prior knowledge involves a
constructivists learning process.
Memory Consolidation
Memory consolidation is a process when knowledge
is internalized, stabilized and isolated for later recall.
Collaborative Learning
Working to cultivate skills a s a team, group or social
setting collectively participating toward a common
theme is collaborative learning.
The ideas of piaget and their
appropriateness for learning
Mathematics
Piaget explored children's cognitive development to
study his primary interest in genetic epistemology.
Cognitive development to study his, specifically
with quantitative concepts has acquired much
attention within the field of mathematics education.
Stages of Cognitive
Development
Sensorimotor stage
Preoperational Stage
Concrete Operational Stage
Formal Operational Stage
Clarification

Inference

Evaluation

Application
The Ideas of Jerome
Bruner
Three Stages of Development
Enactive (Concrete-action on objects) mode
Iconic (pictorial- visual/images) mode
Symbolic (abstractions-word, numerals) mode
Four Features of Bruner,s
Theory of Instruction
Predisposition to learn
Structure of knowledge
Modes of representation
Effective Sequencing
Factors Influencing the
learning Mathematics

Motivation
Maturation
Perception
Special abilities
Attitude
Aptitude
Motivation
Motivation is a potential to direct behaviour that is
built into the system that control emotion
Basic factors are related to motivation
1.Need
2.Drive
3.Motive
Need
Need refers to lack of something, absence of
something, non-availability of something which is
essential or desirable.
Drive
Motive refers to a thought or feeling which generates
a drive in the individual towards action to meet his
need.
Motive
Motivation can be defined as the process of installing
appropriate motives, which are likely to facilitate
corresponding drives,which in turn are likely to
initiate action towards meeting the needs.
The factors affecting
motivation while learning
mathematics are
Level of aspiration
Reward and Punishment
Social motives and
Competition.
Motivate the students to
learn mathematics
How to Take moderate risks
How to develop self-confidence
How to be Challenged by difficult tasks
How to look for feed back in ones long range
performance
Basic Principles of Motivation
The environment can be used to focus the students
attention on what needs to be learned.
Incentives motivate learning
Internal motivation is long lasting and more self
directive.
Motivation is enhanced by the way in which the
instructional material is organised.
Learning requires change in beliefs and behaviour.
Both affiliation and approval are strong motivators.
Many behaviours result from a combination of motives..
Maturation
Learning and maturation are interrelated
Maturation is the attainment the fullness of
development of a function
W.R.T maths, maturation is an indication of ones
level of mathematics development.
Communicate mathematics and mathematical ideas
orally and in writing using standard notation,
vocabulary, and acceptable style.
Learn to learn mathematics
Generalize from a specific example to broad concept
Abstract ideas
Recognize mathematical patterns
Link a geometrical representation with an analytical
representation.
Move back and forth between the visual and the
analytical.(eqn, fun).
Perception
Perception is a general term referring to the
awareness of objects, qualities, or events stimulating
the sense organs, it also refers to a personal
experience of the world.
Perception is an organising process.
Perception is the basis of all learning.
Perception factors
1.Basic needs
2.Goals and Values
3.Self concept
4.Time and opportunity
5.Element of threat
6.Insight.
Perception organize, integrate and recognize the
various patterns of stimuli.

Mathematics and perception is are intertwined.

Without perception the higher level cognitive process


such as imagination, thinking, reasoning and
problem solving will not function.
Special Abilities
Special abilities can be classified in to 3 types
Numerical Ability

Abstract Reasoning

Spatial Ability
Numerical Ability
Numerical Ability can refer to an intuitive
understanding of numbers. That is their magnitude,
relationship and operations.
It is the ability to see patterns and relationships
between numbers
Work flexibly with operations and procedures
Recognize order and relative quantities and
Utilize estimation and mental computation.
Numerical ability is needed to reason with numbers
and other mathematical concepts.
To be numerically literate, a person has to be
Comfortable with logic and reasoning.
it requires understanding of the number system, a
variety of mathematical techniques and an
inclination and ability to solve quantitative or spatial
problems.
Numerical ability skill will
give following mathematical
activities
Mental calculation
Computational Estimation
Judging the relative magnitude of Numbers
Recognizing part whole relationships and place
value concepts
Problem solving
Abstract Reasoning
Abstract reasoning is the process of perceiving issues
and reaching conclusion through the use of symbols
or generalization rather than concrete factual
information.
Abstract reasoning is the ability to analyze
information and solve problems on a complex,
thought- based level.
Abstract reasoning tasks
involve
Forming theories about the nature of objects, ideas,
processes and problem solving
Understanding subjects on a complex level through
analysis and evaluation.
Ability to apply knowledge in problem solving
using theory.
Understanding relationship between verbal and
non-verbal ideas.
Spatial ability
Spatial ability is a set of cognitive processes by
which mental representations for spatial objects,
relationships and transformations or constructed
and manipulated.
Spatial ability consist the following categories
Mentally seeing 2d elements in 3D surroundings
Visualizing the 3D environment from a 2D drawing.
Mentally rotating objects to another plane
Visualizing objects in scale.
Spatial ability skill
enhances
A global and intuitive view and understanding in
many areas of maths
Higher level thinking skills
Ability to mentally manipulate 2D and 3D figures
Ability to generate, retain, retrieve and transform
well structured visual images.
Ability to think how an object will look when rotated
Skill in representing, transforming, generating and
recalling symbolic, non-linguistic information.
Ability to identify visual concepts in complex
contexts.
Spatial ability is necessarily the most vital
component of mathematical ability, particularly for
the development of geometric concepts and their
representations.
Attitude
Attitudes are defined as predispositions to react in a
certain way to an object or experience.
Attitude are viewed to consist of three components
that is
Affect
cognition
Behaviour
Attitude influence success and persistence in the
study of mathematics.
The development of a positive attitude towards the
subject matter is probably one of the most prevalent
goals.
Students who have positive feelings about
mathematics exert more effort, spend more time on
mathematics tasks and are more effective learners
than students with poor attitudes.
Aptitude
An aptitude is a set of characteristics regarded as
symptomatic of an individuals ability to acquire
with competence knowledge, skill or set of responses
such as the ability to speak language, to produce
music, etc.
Intelligence, aptitude is measured interms of
individual differences.
The important factors are
His aptitude for the task involved
Adequacy of his training for the job
His mindset and conditions of work.

A person with an aptitude for a job will show


enthusiasm and necessary drive towards the job in
hand.
Aptitude is differentiated from skill and
proficiency
Mathematical Aptitude
Visual matching
Analysis Synthesis
Oral Vocabulary
Concept formation
Visual Matching
This measures the students ability to demonstrate
Visual discrimination.
Analysis-Synthesis
This measures the students ability to use learning,
reasoning, and generalizing skills in solving logic
puzzles.
Oral Vocabulary
This measures the students ability to provide
synonyms and antonyms for a list of presented
words.
Concept formation
This measures the students ability to utilize
nonverbal problem solving strategies and categorical
reasoning.

An individual potentiality at the period of


development are quite certainly the product of
interaction between both innate and environmental.
1.5 Developing creativity in
Mathematics Class room
Creative thinking in Mathematics
Creativity is an attitude of mind which is
encouraged by openness of thinking, willingness to
work with conflicting ideas and not to have the
solutions immediately, eagerness to learn, an
appreciation of the working of the unconscious and
a preparedness to play with an imagination and by a
readiness to stand back and question the obvious.
Creativity in teaching breeds creativity in learning.
Creativity is defined as involving the ability to
produce work that is both novel and appropriate.
Creative thinking enhances problem solving ability
and it provides as a tool of learning process.
Mathematics teaching should be focused on the
development of creative thinking where students are
free to try their own original possible solutions.
1. Brainstorming
2. Self-directed Learning
3. Discovery Learning
4. Guided Discovery
5. Encouraging Intrinsic Motivation
6. No over Controlling
7. Fostering Flexible and Playful thinking
8. Questioning
9. Encouraging Lateral Thinking
Brainstorming
It is a creative problem solving technique which is
used to record maximum possible number of ideas
on a defined subject.
Brainstorming sequence includes sensing the
problem, fact finding, ideation, and evaluation of
ideas and planning for implementation.
Self-Directed Learning
It is a systematic process in which the students
Take up the responsibility in collaboration with
others for diagnosing their own learning needs
formulating learning objectives planning and
engaging in a sequence of learning experience.
Discovery Learning
The learner to achieve his own understanding of
mathematics by successfully solving a carefully
structured sequence of problems. Here the students
discover the knowledge independent by
experimentation in exploration instead of being
directly presented with a content to be learnt.
Guided discovery
The students are not acquained with facts rather they
are made to investigate or discover the facts. The
teacher only provides suitable direction to produce
independent solutions to problems.
Encouraging Intrinsic
Motivation
Creativity is developed through higher levels of
intrinsic motivation. The strategies which may
influence intrinsic motivation are challenge,
freedom, resources and supervisory encouragement.
No over Controlling
Instead of dictating the activities they should engage
in, the teachers let the students select their interests
and support their inclinations.
Fostering Flexible and Playful
Thinking
Creative thinkers are flexible and play with the
problems which give rise to paradox.
Being open to alternate solutions.
Practicising creativity by regularly engaging the
students in activities that encourages flexible
thinking.
Playing the roles of explorer, artist, judge and
lawyer.
Questioning
The questions that elicit many answers can be put
whole teaching mathematics at any level in the
classroom. The students should be confronted with
open ended and divergent questions.
Encouraging Lateral
thinking
Lateral thinking requires the students to deviate
from the conventional style of vertical thinking. It
involves the flexibility of being able to change ones
perception of the situation to insight full situations.
FIACS
Unit-2
Programmed Instruction-
Linear Programming-
Branching Programming.
INDIVIDUALIZATIONS OF
INSTRUCTION
Individualizations means tailoring of instruction to
the particular needs and abilities of the learner.
In individualization , the teacher works on a
personal one to one basis with each student.
Individualization envisages the learner to work
alone at his own pace.s
In individualized instruction the following factors
are adapted to the needs of each individual student,
pace, medium of presentation, study style, contents
and evaluation technique.
Definition
Individualized instruction is an arrangement that
makes it possible for each student to be engaged in
learning those things that are most appropriate for
him as individual.
Characteristics of
Individualized Instruction
Defining specific objectives
Repertoires assessment
Individual prescription
Active responding
Reinforcement
Immediate feedback
Frequent feedback
Successive approximation
Self Pacing
Mastery Criterion
Presentation of the content in small steps.
Strategies for Individualizing
Instruction
Programmed Instruction
Computer Assisted Instruction
Use of Modules and Learning Packages
Programmed Instruction
Programmed instruction is an application of the
principles of behavioral sciences and technology to
classroom teaching.
It is an innovative step directed towards automation
and individualization of instruction.
Learner takes active role in learning and controls the
learning situation.
Definition

Edgar dale defined Programmed Instruction as A


Systematic step by step self instructional programme
aimed to ensure the learning of stated behaviour.
Basic Principles of
Programmed Instructions
Principle of small steps.
Principle of active responding
Principle of immediate confirmation
Principle of Self Pacing
Principle of Student testing
Essential Features of
Programmed Instruction
Predetermined Objectives
Active responding
Immediate feed back
Self-Pacing
Mastery criterion
Self-testing
Successive approximation
Prompts or cues
Testing of the Programmes.
Advantages of Programmed
Learning
Instruction is individualized
Each student can work at his own convenience
Student is always kept active and alert
Many emotional problems can be avoided
Learning of complex subject matters is made easy.
It helps in the improvement of quality of teaching
and learning.
Types of Programming

Linear or Extrinsic programming


Branching or Intrinsic Programming
Mathematics Programming.
Rules system of Programming.
Computer Assisted Instruction (CAS).
Learner Controlled Instruction (LCS).
Linear Programming
The linear programming was developed by B.F.
Skinner. Hence it is called the Skinnerian style of
programming. According to him, the best way to
teach students is to break the subject matter into
meaningful segments of information and write small
steps in such a way that only the correct responses
Eire likely to occur.
Characteristics of Linear Programming
Linear arrangement: The learner starts from his
initial behaviour to the terminal behaviour following
the straight-line sequence.
Responses are controlled: The learner has no choice.
The responses are fixed by the controller.
Response is emphasized: The learner must respond
to each and every frame for learning to occur.
Immediate feedback: As soon as the learner
responds to the frame, he can immediately compare
his response with the response of the programmer
and gain knowledge of result.
Prompting: A prompt given in the beginning in the
form of clarification regarding the frame helps the
learner to respond correctly. This will not only
promote learning but also avoid unnecessary
wastage of time to find out correct answer.
Active Participation: It ensures active participation
of the learner. He has to construct response for every
frame.
Self-pacing: Every learner proceeds at his own
speed.
Simplicity: Mechanism of work involved in a linear
programme is simple.
Suitability: It is best suited in subject areas where
facts and information can be properly sequenced.
Limitations of Linear Programming
Lack of motivation: Learning becomes dull and
monotonous because it takes too much time to teach a
few simple points.
Limitation of serial order learning: Frames are presented
in a serial order but learning in actual situation is not
always serial.
No freedom of choice: The learner has no choice of his
own to respond. His creative imagination and
judgemental ability are inhibited. Instead of discovering
answers, the students are forced to follow a rigid line
prescribed by the writer.
Limited scope of subject matter: It can be used only in
limited areas where the subject matter can be properly
sequenced.
Absence of differentiation: It does not permit
differentiation among responses.
BRANCHED PROGRAMMING
The branched programming was developed by
Norman A. Crowder. Hence it is called the
Crowderian style of programming. It is also known
as intrinsic programming because herein the learner
within himself makes the decision to adopt the
instruction to his needs according to his background
of the subject.
In the branching programme the subject matter is
not broken into small steps but instead it is
presented in large steps.
A question is asked at the end of such a step. The
student has to select the correct response out of four
or five choices.
The student is routed through the appropriate
branches according to his response. This technique
can be represented as below.
There are two types of Branching
- Forward Branching and
- Backward Branching.
Forward Branching: In this type whether the learner
is making correct response or wrong response, he
will always be going to new frames.
If the response is wrong, he is directed to a remedial
frame, where his mistakes are fully explained and
followed by another parallel question given in that
frame.
Then he proceeds from that frame to the next frame
in the main stream.
Here he is never made to go back to the previous
frame. Hence the name forward branching
Backward Branching: The learner goes from 1st
frame to 2nd frame of the main stream only if he
makes correct response.
If he makes an error, he is led to a remedial frame,
where he is given some more help in understanding
the concept.
He will then be directed to the original frame
number one. He tries the response again in the light
of remediation received.
In short, the learner might have to go through the
same frame twice - one before the remedial learning
and second after it. Hence the name backward
branching.
Characteristics of Branched Programming
Larger frame: In branching programme, a frame is larger
compared to the linear scheme and more information is
presented at each step.

Multiple choice questions: In branching programme,


multiple choice questions are asked. If the learner selects
the correct response, his response is confirmed. If he
selects a wrong response, then he is routed to a frame
that explains as to why he is wrong.

Freedom to choose: The learner has freedom to choose


his own path according to his background of the subject
matter.
Detection and correction: Detection and correction of
errors is emphasised.
Contextual control: The material presented to each
learner is controlled by his performance judged in
terms of the answer.
Scrambled text book: When the material is presented
in a book-form, the book is said to be scrambled
because the pages do not follow the normal sequence
Limitations of Branched Programming

Possibility for guessing: There is every possibility


that the learner may guess the correct response
without understanding the subject matter of the
frame.

Difficulty in providing branches: Infinite number of


branching cannot be provided. It cannot cater to the
needs of all individuals because it is veiy difficult to
find out in advance the total number of branches for
all the individual learners.
Diagnostic questions may not suit the needs of
individual learners:
Programmes are the product of a programmers
imagination and it is he who decides diagnostic
questions and level of content. It may not suit the
needs of individual learners.
Branched programme cannot be used by small
children: It can be used only at a comparatively
higher stage, say after standard VI, because small
children do not follow its mechanism.
Problem of coverage: It is very difficult to ask
questions on the whole matter of a frame because
frames are too large. Sometimes important subject-
matter is left out.
Difficulty to evaluate learning: The fact that a
student has reached the last frame of the programme
does not necessarily mean that he has learned
everything the programme is intended for.
Inability to control the student: The programme has
no provision to control the student. It does not shape
the behaviour of the student as it lacks the personal
human proximity.
More expensive: It is more expensive because the
cost of preparation is high.
Group Discussion
Meaning
A group discussion means an exchange of ideas
accompanied by active learning, with all the
members of the group participating in it. It is a free
discussion regarding a topic by a group.
Definition
Definition
Me Burney and Hance have defined group
discussion as, the co-operative deliberation of
problems by persons thinking and conversing
together in face to face co-acting in group under the
direction of the leader.
The dictionary of Education describes group
discussion as An activity in which people talk
together in order to share information about a topic
or problems to seek possible available evidence of a
solution.
The structure of a group

The structure of a group consists of the leader, group and


topic. Usually in a class-room situation the teacher acts as
the leader. But in normal situation one of the group
members act as the leader. The leader of the group is
responsible for directing the discussion.
The participants of the discussion are collectively known
as the group. In school situation the class can be
considered as the group.
The topic is the essence of the group discussion. It can be
either a small unit of the curriculum or a set of related
information. The participants discuss various aspects
concerning the topic.
Objectives of group
discussion

To stimulate reflective thinking.


To enrich previous knowledge.
To encourage creative expression.
To develop desirable social attitudes by participating
in groups.
To practice the technique of co-operative thinking.
To develop the habit of group work.
Principles of group
discussion

Every group discussion should have some purpose.


The topic should be related to the common needs and
interests of the participants.
Students should have sufficient background information
and knowledge about the discussion topic.
Individual members should be assigned with adequate
responsibilities.
The group leader should take initiative to report the
progress of the discussion to the outside world.
A fixed time schedule should be drawn up for the
discussion.
The teacher should ensure active participation of the
members.
Suggestions to make group
a discussion effective

Start the discussion on time.


Try to make the group feel at ease.
State the general purpose of the discussion well in
advance.
Word the topic clearly but concisely.
Explain the discussion procedure and define its
limits.
Encourage participation by all members.
Control the over-talkative member.
Encourage the shy member to participate actively.
Dont allow one or two members to monopolise.
Deal tactfully with irrelevant points presented.
Avoid personal arguments.
Keep the discussion moving.
Ensure that the discussion is relevant to the topic.
Summarise occasionally.
Use audio-visual aids wherever it is needed.
Advantages of group
discussion method

It develops group feeling and social participation


It develops self confidence and sense of
responsibility among the individuals
It enables the learner to analyse the subject matter
thoroughly
It helps to develop communication skill among the
students
The teacher can observe and collect information
regarding the behaviour of the students.
Disadvantages of group
discussion method

It is time consuming
Lack of preparation among the students may make
the discussion pointless
It is not applicable at lower level classes.
Types of group discussion

Spontaneous discussion
Planned discussion
Spontaneous discussion generally results from student
question about current events related to the topic
under study. This method helps the students to gain
updated information as well as to analyse and relate
facts to real life situations. The knowledge of facts
leads to the development of understanding. This
increases the level of learning of the students.
In planned discussion, the activities are planned in
advance. Here the teachers role is to encourage the
students to participate actively in the discussion
according to the pre-plan.
The teacher should also help the students in drawing
conclusions
Advantages of group
discussion method

It develops group feeling and social participation


It develops self confidence and sense of
responsibility among the individuals
It enables the learner to analyse the subject matter
thoroughly
It helps to develop communication skill among the
students
The teacher can observe and collect information
regarding the behaviour of the students.
Disadvantages of group
discussion method

It is time consuming
Lack of preparation among the students may make
the discussion pointless
It is not applicable at lower level classes
WORKSHOP

The term workshop has been borrowed from


'engineering'. In a workshop persons have to engage
in some productive task to produce something
tangible. In an educational workshop also something
tangible has to be produced by the participants. The
product may be some equipment, instructional
material, an action plan.
Objectives of the workshop

To develop the psychomotor skill of the learner.


To make the subject matter interesting to the student
To motivate the students for a particular topic.
To give training to teachers in specific areas.
How to organize a
workshop
Presentation of the theme

Practical Sessions

Discussion Sessions

Finishing Session
Advantages of workshop
technique
It is used to realise the cognitive and psychomotor
objectives.
It helps to develop practical and realistic knowledge
regarding the topic concerned
It develops the feeling of co-operation and group
work
It develops creativity of the students
It helps to avoid the fear to face a problematic
situation.
It results in the production of tangible material that
could be used by others.
Unit-3
Teaching Aids in Mathematics
Instructional Aids
The purpose of instruction is to help the learner
achieve learning objectives
The instruction as an activity cannot be claimed to
have occurred if corresponding learning objectives
are not attained by the learner. The effectiveness of
an instructional programme, thus can be measured
in terms of the extent to which the learning
objectiveness are attained by the learner
Importance of Teaching
Aids
The teaching aids are
provide intrinsic motivation for learning
promote self-activity and purposefulness in learning.
provide variety, freshness and reality to learning
cater to individual needs and abilities
widen the range of experiences
give necessary reinforcement through a feeling of
satisfaction, joy, sense of accomplishment etc.
encourage original thinking
leave long lasting impressions on the minds of the
learner.
provide clear understanding of abstract mathematical
concepts.
motivate the children and stimulate their mental activity.
Kinds of Teaching Aids
Projected Aids
Some of the important projected aids are:
Films and projector
Film strips and film strip projector
Slides and slide projector
Epidiascope
Over head projector
LCD projector
Non-Projected Aids
Graphic Aids: This includes:
Graphs
Photograph
Pictures
Flash cards
Posters
Charts
Diagrams
Maps
Cartoons
Comic etc
Display Boards
Blackboard
Flannel Board
Bulletin Board
Magnetic board
Peg Board
3D-Aids
Models
Mockups
Objects
Puppets etc
Specimen
Aids include:
Radio
Recordings (Tape recorder)
Television
Activity Aids

The following are the important activity aids


Experiments
Field works
Demonstrations
Exhibitions
Dramatics
Teaching Machine (PI)
Field trips
CAI
Improvised Aids: Paper
Folding and Paper Cutting

Paper folding encourages students toward


conjecture and invites the learner to reflect upon the
meaning of proof. Results are made practical -
convincingly so - by simple observations associated
with the folding and cutting of paper. A significant
benefit of this technique is its accessibility to
students and the affective benefits this confers.
Criterion for the selection of
effective instruction materials
select the concepts to be concretized
translate the ideas into a visual form
select the most appropriate medium of presentation
design the layout and choose effective colour
combination
prepare the aid
evaluate its effectiveness for future revision
Principles for the Selection of Teaching
Aids
The selection of the audiovisual aids should be based on
the age, the intelligence and experience of the students.
The selected aids should help in providing the required
multi-sensory experience to the students.
The teaching aid should serve some purpose i.e. it should
help in achieving the desirable outcome.
The teacher should be able to make an effective use of the
aid.
The cost of the aid should be reasonable and within
limits. The teaching aid should be prepared out of
available, inexpensive materials.
The teaching aid should be appropriate and accurate in
contents, measurements, clarity of concepts etc
Use of various instructional
materials in teaching
LCD Projector
Charts
Models of all the audiovisual aids
Internet
EDUSAT
Effective teaching aid
Visuals shown in TV helps in longer retention and better
understanding of content.
When students view the visuals, experiences as if he/she is part of it.
Stories and plays will attract students attention.
Helps in learning difficult topic with ease.
Curiosity to learn increases.
Direct learning results from visualization and learning becomes
joyful.
Conceptualization is possible.
Students pay more attention for viewing rather than just listening.
Enhances students abilities to visualize.
Enhances quality of learning.
Organizing Field trips and
Excursion
They provide rich and meaningful experiences to the students.
They elicit meaningful responses from the students as they
actually participate in the activity.
They provide real life like experiences in planning, executing,
observing, analyzing, interpreting etc.
The mathematical knowledge that the students gain through
the direct experience by participating in field work is a good
meaningful mental exercise and can be retained for a longer
period.
By practical application of the mathematical concepts to real
life situations the students are made to realize the true value of
mathematics.
They provide better link between school and community.
Unit-4

Classroom management
Definition of classroom
management
Classroom management should lead to behaviour
modification (positive ) of students.
Classroom management is defined as an
organizational function in which learning
experiences are performed in the classroom leading
to the inculcation of good learning habits.
General principles of
classroom management
Awareness of rules and accept them.
Productive learning vs discipline.
Self discipline vs external discipline.
Acceptance of interests, abilities etc.
Bipolar activity .
Teacher awareness of strategies and tactics.
Conditions of learning.
Specific principles of
classroom management
Clear rules and procedures.
Well planned independent and group activities.
Minimized delays and disruptions..
Entrusting responsibilities.
Cued and reinforced appropriate behavior.
General qualities of teacher.
Improved classroom climate.
Factors influencing
classroom management
Stages of classroom management
Objective of teaching learning
Modes of teaching for managing classroom
activities
Conditions of learning or structures of learning as
continuum
Techniques of classroom
management
Rhythm and psychological sequence.
Class culture and code of conduct of classroom
Teacher attention and involvement in teaching
Teachers verbal control or social and emotional
climate.
Teachers verbal control or social and emotional
climate.
Self management and classroom environment
Students involvement and students participation
Group management and action orientation
System Approach

Meaning of a system:-A system is a group of objects


related or interrelating so as to form a unity
System Approach:- System approach is a systematic
way of identifying goals of any system and
scientifically working out different steps to move
towards the goals suggesting models for application.
Systems approach in Education:- Systems approach
in education means planned and oragnised use of all
available learning resources including audio visual
media to achieve the desirable learning objectives by
the most effective means possible
Leadership

Leadership is a process of influencing others in a


particular way to accomplish mutual goals.
Need for leadership
Leadership plays a very important role in motivating
the employees to achieve higher level of
performance
It creates confidence in them and a feeling we can.
Staff morale could be boosted by the right kind of
leadership.
Theories of leadership

Trait Theory
Function Theory
Situation Theory
Interaction Theory
Types of teachers based on
leadership styles
Autocratic Leader
Democratic Leader
Bureaucratic Leader
Benevolent Leader
Transformational Leader
Unit-5

Computer Assisted Instruction in


Mathematics
Computer Aided Learning
(CAL)

Computer aided learning is the process of using


information technology to help teaching and
enhance the learning process. The use of computer
can reduce the time that is spent on preparing
teaching material. It can also reduce the
administrative load of teaching and research. The
use of multimedia projector and PowerPoint
presentations has improved the quality of teaching.
It has also helped the learning process
Demonstration and
Controlled learning

Tutorial
Drill and Practice
Problem solving/Information Retrieval
CAI has some major
advantages.
Self-pacing,
Re-teaching and Reinforcing,
Personalized Feedback of Instruction,
Multi sensory Presentations,
Simulations,
Acquiring Knowledge through Games,
ALGORITHMS AND FLOW
CHARTS

Inputs and outputs should be defined precisely


Each steps in algorithm should be clear and
unambiguous.
Algorithm should be most effective among many
different ways to solve a problem.
An algorithm shouldn't have computer code.
Instead, the algorithm should be written in such a
way that, it can be used in similar programming
languages
Ms Office
There are several types of fonts available out of
which the users can select any one according to their
taste. Just click the box font type you will get the
following menu. Any one of the font types may be
selected from the above list. Then in the same way
the size of the font can also be selected by clicking
the box font si/se, from the tool bar. The other
remaining options can be utilized by the user while
typing with help of the tool bar shown above. By
continuous practice, the user can get familiarity in
using other options.
Excel
A spreadsheet is a computer application that
simulates a paper worksheet.
It displays multiple cells that together make up a
grid consisting of rows and columns, each cell
containing either alphanumeric text or numeric
values
A spreadsheet cell may alternatively contain a
formula that defines how the contents of that cell is
to be calculated from the contents of any other cell
(or combination of cells) each time any cell is
updated
Important Features of MS
Excel

Entering data to create a worksheet


Entering data in cells, rows and columns
Processing like sorting, subtotal etc of data
Operating with formulae and functions
Preparation of different types of charts
Editing the data like copy, cut, paste etc
Basics of PowerPoint

From Auto content wizard.


Blank Presentation -It contains a blank layout on
which we can type the text as per our desire.
From Design templates -This option contains
readymade layouts with different colours and with
different types of fonts You can choose according to
your taste and can prepare slides.
From Auto Content Wizard -It contains slides which
have already been prepared by the software itself.
You can choose any of the slide patterns as per our
wish.
Slide design, colour and
Background

Slide design templates


Slide design colour schemes
Slide design-Animation schemes
Slide Transitions, and
Background colour
Uses of Computers in
Education

The students can learn new skills at their own pace. They
can easily acquire knowledge in any available time of
their own choice.
Training time can be reduced.
Training materials are interactive and easy to learn. It
encourages students to learn the topic.
Planning and timing problems are reduced or eliminated.
The skills can be taught at any time and at any place.
It is very cost effective way to train a large number of
students.
Training videos and audios are available at affordable
prices.
SOME MORE USES OF COMPUTERS
E-banking
E-shopping
Graphics and architectural designs
Entertainment
Day planner/organizers
Writing/publishing content
Computers play a vital role in every field
e- learning
E-learning is an all-encompassing term generally used to
refer to computer-enhanced learning, although it is often
extended to include the use of mobile technologies such
as PDAs and MP5 players
It may include the use of web-based teaching materials
and hypermedia in general, multimedia CD-ROMs or
websites, discussion boards, collaborative software, e-
mail, blogs, wikis, text chat, computer aided assessment,
educational animation, simulations, games, learning
management software, electronic voting systems and
more, with possibly a combination of different methods
being used.
Levels of e-learning

Knowledge databases
Online support
Asynchronous training
Important Features of e-
Learning
Learning is self-paced and gives students a chance to
speed up or slow down as necessary
Learning is self-directed, allowing students to
choose content and tools appropriate to their
differing interests, needs, and skill levels
It accommodates multiple learning styles using a
variety of delivery methods geared to different
learners; more effective for certain learners
Designed around the learner
Geographical barriers are eliminated, opening up
broader education options
24x7 accessibility makes scheduling easy and allows
a greater number of people to attend classes
On-demand access means learning can happen
precisely when needed
Travel time and associated costs (parking, fuel,
vehicle maintenance) are reduced or eliminated
Overall student costs are frequently less (tuition,
residence, food, childcare)
Fosters greater student interaction and collaboration
e- content
E-learning can in corporate many elements that
make learning new material, a new process or a new
programme more fun. Making learning more fun -or
interesting -is what makes it more effective.

If you arent pulled into the material, you really


arent learning as well as you could be.
Benefits of e-Learning

Convenience and Portability


Flexibility
Higher Retention
Greater Collaboration
Global Opportunities
Convenience and
Portability

Courses are accessible on your schedule


Online learning does not require physical attendance
Learning is self-paced (not too slow, not too fast)
Youre unbound by time -courses are available 24x7
Youre unbound by place -study at home, work, or
on the road
Read materials online or download them for reading
later
Cost and Selection

Choose from a wide range of courses to meet your


needs
Degree, Vocational, and Certificate programs
Continuing Education
Individual courses
Wide range of prices to fit your budget
Go back to school to get a degree, learn a new skill,
learn a new craft, or just have fun!
From art to zoology you can do it all online in a price
range to fit your budget.
Flexibility
Online learning accommodates your preferences and
needs -it's student-centered
Choose instructor-led or self-study courses
Skip over material you already know and focus on
topics you like to learn
Use the tools best suited to your learning styles
Online Testing
The development in the web technology has made
the online testing possible. Several examinations
have been conducted online by various foreign
universities for their students

Many online examinations are available in Medicine.

In this type of test or examination, the students can


take it right from the desktop with the help of the
home computer
THANK YOU

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