B. Ed., Learning and teaching, NET, Paper 2, Unit 7 Pedagogy, Andragogy and Assessment

Herbartian Model of Memory level of Teaching

6 Comments

The Herbartian model of memory level of teaching does not explicitly address the concepts of Focus, Syntax, and Social System Support System. However, it does emphasize the importance of a supportive learning environment and the role of the teacher in facilitating learning.

Focus

The Herbartian model emphasizes on the development of the mental abilities of the learner. The importance of organizing and presenting new information in a clear and organized manner, using examples and illustrations to aid understanding. It also include cramming of facts along with training of mental aspects. This helps to ensure that students can retain the facts and concepts.

Syntax

In Herbart’s model, the process of teaching involves five steps: preparation, presentation, association, generalization, and application. These steps are designed to help students develop their powers of observation, memory, and reasoning.

The first step, preparation, involves getting students ready for learning by introducing the topic and establishing its relevance to their interests and prior knowledge. The second step, presentation, involves presenting the new information in a clear and organized manner, using examples and illustrations to aid understanding.

The third step, association, involves linking the new information to what the students already know, making connections between ideas and concepts. The fourth step, generalization, involves drawing out general principles and concepts from the specific information presented.

The final step, application, involves applying the new knowledge to real-life situations, and reflecting on the learning process.

Social system

The Herbartian model emphasizes the role of the teacher in classroom. Here the role of teacher is secondary and role of student is primary.

Support Learning

In support learning, all instructional aids adapted during teaching comes in support system.

Also Read : Intervention Model of Curriculum

Also Read : Prep with Harshita

BUY ME A BOOK!
Assessment for Learning, B. Ed., NET, Paper 2, Unit 7 Pedagogy, Andragogy and Assessment

Difference between Measurement and Evaluation

6 Comments

Measurement and evaluation are two related but distinct concepts that are often used in various fields, including education, psychology, and business. While they are similar in some ways, they differ in their goals, methods, and outcomes. Let’s explore the differences between measurement and evaluation in more detail.

Measurement

Measurement refers to the process of collecting data or information about a particular phenomenon, often using numerical values. The purpose of measurement is to quantify something so that it can be described or compared. For example, a teacher may measure the number of correct answers on a test to determine a student’s level of understanding of a particular subject. In this case, measurement involves collecting numerical data (the number of correct answers) and using that data to describe the student’s level of understanding.

Measurement can be direct or indirect. Direct measurement involves collecting data or information that is objective and observable, such as a person’s height or weight. Indirect measurement involves collecting data or information that is not directly observable, such as a person’s intelligence or personality traits. Indirect measurement often involves using proxies, such as standardized tests or surveys, to infer the underlying construct being measured.

Evaluation

Evaluation, on the other hand, involves making a judgment or determination about the value or quality of something based on collected data or information. It often involves comparing actual results against expected or desired outcomes or standards. For example, a manager may evaluate the effectiveness of a training program by comparing the performance of employees who completed the training to those who did not.

Evaluation involves making judgments about the effectiveness or value of a particular program, policy, or intervention. It can be formative, meaning they are conducted during the implementation of a program to identify strengths and weaknesses, or summative, meaning they are conducted after the implementation of a program to determine its overall effectiveness.

Key Differences

The key differences between measurement and evaluation can be summarized as follows:

  1. Purpose: The purpose of measurement is to collect data or information about a particular phenomenon in order to describe or compare it. The purpose of evaluation is to make a judgment or determination about the value or quality of something based on collected data or information.
  2. Focus: Measurement focuses on collecting data or information, often using numerical values, to describe or compare a particular phenomenon. Evaluation focuses on making judgments about the effectiveness or value of a particular program, policy, or intervention.
  3. Methods: Measurement involves collecting data or information using direct or indirect methods, while evaluation involves analyzing and interpreting data to make judgments or determinations.
  4. Outcomes: The outcome of measurement is a set of data or information that describes or compares a particular phenomenon. The outcome of evaluation is a judgment or determination about the value or quality of a particular program, policy, or intervention.

In summary, measurement and evaluation are related but distinct concepts that are often used together in various fields. While measurement involves collecting data or information about a particular phenomenon, evaluation involves making judgments or determinations about the effectiveness or value of a particular program, policy, or intervention based on that data or information.

Difference between Measurement and Evaluation
Difference between Measurement and Evaluation

Also Visit : Prep with Harshita

BUY ME A BOOK!
IV Educational Management, Administration and Leadership(Secondary Level), M. Ed., NET, Paper 2, Unit 9 Educational Management, Administration and Leadership

Principles of Educational Management

9 Comments

Education management refers to the process of planning, organizing, directing, and controlling the activities of an educational institution. Effective education management is essential for ensuring that students receive a high-quality education that meets their needs and prepares them for success in the future.

Henry Fayol’s 14 principles of management are general principles that he believed could be applied to any type of organization, including educational institutions.

Principles of Education Management:

  1. Division of work: This principle suggests that tasks should be divided among staff members in a way that allows each person to focus on their area of expertise. In education management, this could involve assigning specific responsibilities to teachers and staff members based on their qualifications and expertise.
  2. Authority and responsibility: Fayol believed that authority and responsibility should be clearly defined and understood by everyone in the organization. In education management, this could involve ensuring that administrators, teachers, and staff members understand their roles and responsibilities.
  3. Discipline: This principle suggests that there should be clear rules and consequences in place to ensure that everyone in the organization follows policies and procedures. In education management, this could involve establishing a code of conduct for students and staff members.
  4. Unity of command: This principle suggests that employees should have only one supervisor to whom they are accountable. In education management, this could involve ensuring that teachers and staff members report to a single administrator.
  5. Unity of direction: This principle suggests that everyone in the organization should be working towards the same goals and objectives. In education management, this could involve ensuring that all staff members are aligned with the educational institution’s mission and vision.
  6. Subordination of individual interests to the common good: This principle suggests that the interests of the organization should take priority over the interests of individuals. In education management, this could involve ensuring that staff members prioritize the needs of students and the educational institution over their own personal interests.
  7. Remuneration: This principle suggests that employees should be fairly compensated for their work. In education management, this could involve ensuring that teachers and staff members receive fair salaries and benefits.
  8. Centralization: This principle suggests that decision-making should be centralized in the hands of a few top-level managers. In education management, this could involve ensuring that important decisions about curriculum, resources, and policies are made by a small group of administrators.
  9. Scalar chain: This principle suggests that there should be a clear chain of command and communication from the top of the organization to the bottom. In education management, this could involve ensuring that information and decisions flow smoothly from administrators to teachers and staff members.
  10. Order: This principle suggests that there should be a place for everything and everything should be in its place. This could involve ensuring that resources, equipment, and supplies are organized and stored in a way that is efficient and easy to access.
  11. Equity: Fayol believed that employees should be treated fairly and equitably. This could involve ensuring that students and staff members are treated fairly and equitably regardless of their background or circumstances.
  12. Stability of tenure: This principle suggests that employees should be given job security and opportunities for long-term career growth. This could involve ensuring that teachers and staff members are provided with opportunities for professional development and career advancement.
  13. Initiative: This principle suggests that employees should be encouraged to take initiative and contribute new ideas to the organization. In education management, this could involve encouraging teachers and staff members to develop new educational programs or teaching strategies.
  14. Esprit de corps: This principle suggests that there should be a sense of unity and teamwork among employees. In education management, this could involve promoting a positive and collaborative culture among teachers, staff members, and students.

Overall, Fayol’s principles of management can be applied to education management to help ensure that educational institutions are well-managed and effective in achieving their goals.

Also Read : Educational Research

Principles of Educational Management

Also Visit : Prep with Harshita

BUY ME A BOOK!
Curriculum Studies, M. Ed.

Spiral Curriculum

1 Comment

The Spiral Curriculum is a teaching approach that emphasizes revisiting and building upon previously learned concepts over time. It was developed by Jerome Bruner, a psychologist and educator, in the 1960s.

The idea behind the Spiral Curriculum is that learning should be a continuous, interconnected process. Instead of teaching new concepts in isolation, the Spiral Curriculum emphasizes revisiting and building upon previously learned material, allowing students to deepen their understanding and develop a more sophisticated grasp of the material.

In the Spiral Curriculum, students are first introduced to a basic concept, which is then revisited and built upon in subsequent lessons. Each time the concept is revisited, it is presented in a more complex or nuanced way, allowing students to deepen their understanding and develop a more sophisticated grasp of the material.

This approach is often contrasted with the traditional linear curriculum, in which new concepts are introduced one at a time and each topic is taught in isolation from the others. The Spiral Curriculum is intended to help students make connections between different subjects and develop a more holistic understanding of the material.

Here are some key characteristics of the Spiral Curriculum:

  1. Emphasis on foundational knowledge: It begins with foundational knowledge or basic concepts. These concepts are then revisited and built upon in subsequent lessons, allowing students to develop a deeper understanding of the material.
  2. Building complexity: Each time a concept is revisited, it is presented in a more complex or nuanced way. This allows students to develop a deeper and more sophisticated understanding of the material.
  3. Interdisciplinary connections: It emphasizes connections between different subjects. By revisiting previously learned material, students can make connections between different subjects and develop a more holistic understanding of the material.
  4. Active learning: It emphasizes active learning, such as problem-solving and critical thinking. Instead of just memorizing facts, students are encouraged to engage with the material and think critically about it.
  5. Lifelong learning: It is designed to help students develop a deep and lasting understanding of the material. By emphasizing foundational knowledge, building complexity, and interdisciplinary connections, the Spiral Curriculum helps students develop the skills and knowledge they need to continue learning throughout their lives.

Overall, the Spiral Curriculum is a teaching approach that emphasizes building upon previously learned material over time. By revisiting and deepening their understanding of foundational knowledge, students can develop a more sophisticated understanding of the material and the skills they need for lifelong learning.

Also Read : Eclectic model of Curriculum Design

Spiral Curriculum
Spiral Curriculum

Also Visit : Prep with Harshita

BUY ME A BOOK!
Curriculum Studies, M. Ed.

Eclectic Model of Curriculum Design

4 Comments

The eclectic model of curriculum design is an approach to designing curricula that combines different elements from various curriculum models and theories to create a unique curriculum that meets the needs of a specific group of learners.

This approach recognizes that there is no single “best” way to design a curriculum and that different learners may benefit from different approaches.

Features of Various Models in Eclectic model :

The eclectic model of curriculum design draws on various curriculum models and theories, including Tyler’s objectives model, Taba’s model of curriculum development, the humanistic model, the social reconstructionist model, and the critical theory model. Here is a more detailed explanation of each of these models:

  1. Tyler’s objectives model: This model emphasizes the importance of defining clear learning objectives and aligning teaching strategies with those objectives. Tyler’s model includes four stages of curriculum design: identifying educational objectives, selecting learning experiences, organizing learning experiences, and evaluating the curriculum.
  2. Taba’s model of curriculum development: This model emphasizes the importance of involving teachers and learners in the curriculum development process and using a problem-solving approach to curriculum design. Taba’s model includes seven stages: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and evaluation.
  3. The humanistic model: This model emphasizes the importance of focusing on the needs and interests of learners and creating a curriculum that promotes personal growth and development. The humanistic model includes an emphasis on self-directed learning, creativity, and experiential learning.
  4. The social reconstructionist model: This model emphasizes the importance of using education to promote social justice and address societal issues. The social reconstructionist model includes an emphasis on critical thinking, problem-solving, and action-oriented learning.
  5. The critical theory model: This model emphasizes the importance of addressing power imbalances and promoting social change through education. The critical theory model includes an emphasis on empowering learners to become agents of social change and promoting critical thinking and reflection.

By combining these different approaches, the eclectic model of curriculum design aims to create a curriculum that is responsive to the needs and interests of learners, promotes personal growth and development, and addresses social and cultural issues. It also recognizes the importance of involving teachers and learners in the curriculum development process and using a flexible approach that can adapt to changing needs and circumstances.

BUY ME A BOOK!

Make your learning journey easy and much interesting