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B. Ed., Learning and teaching

Bruner’s Concept Attainment Model

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Jerome Bruner’s Concept Attainment Model is a teaching strategy that emphasizes the importance of actively engaging students in the process of learning by using a deductive reasoning approach. The model is designed to help students develop critical thinking skills and the ability to make logical connections between ideas.

In the Concept Attainment Model, the teacher presents students with a set of examples, some of which are positive examples (examples of the concept being taught) and some of which are negative examples (examples of what the concept is not). The teacher then asks students to identify the common characteristics of the positive examples and to use deductive reasoning to identify the concept being taught.

About Concept Attainment Model

The students then work together to identify the characteristics that are common to the examples and use this information to generate a hypothesis about the concept being taught. This hypothesis is then tested by applying it to new examples and determining whether the examples fit the concept.

The Concept Attainment Model emphasizes the importance of active participation, critical thinking, and problem-solving skills in the learning process. It is often used to teach complex concepts in a variety of subject areas, including science, mathematics, and social studies. This model is effective in helping students develop a deeper understanding of the material they are learning and apply their knowledge.

Also Read : Mastery Learning Model
Features of Concept Attainment Model

The Concept Attainment Model involves several key steps:

  1. Identifying the concept: The teacher identifies the concept to be taught and selects a set of positive and negative examples to present to students.
  2. Presenting the examples: The teacher presents the examples to students, without initially telling them which examples are positive and which are negative.
  3. Identifying common characteristics: Students work in small groups or individually to identify the common characteristics of the positive examples and to eliminate the negative examples.
  4. Hypothesizing the concept: Students use deductive reasoning to hypothesize the concept being taught.
  5. Testing the hypothesis: Students test their hypothesis by applying it to new examples and evaluating whether the examples fit the concept being taught.
Bruner’s Concept Attainment Model
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B. Ed., Learning and teaching

Mastery Learning Model

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The Mastery Learning Model of Teaching is an approach that emphasizes the importance of providing students with multiple opportunities to learn and demonstrate mastery of the subject matter.

This model is based on the idea that every student can achieve mastery if provided with appropriate learning experiences .

About Mastery Learning Model

Mastery Learning Model is an educational approach that emphasizes the idea that all students can achieve mastery of a subject if they are provided with appropriate learning experiences and sufficient time to learn. This model was developed by educational psychologist Benjamin Bloom in the 1960s.

In the Mastery Learning Model, teachers break down the learning objectives into small, discrete skills or concepts. Students are taught each skill or concept in sequence, and they must demonstrate mastery of each skill or concept before moving on to the next one. Mastery is typically defined as a score of 80% or higher on a test or assessment.

If a student does not achieve mastery on a given skill or concept, they are provided with additional instruction, feedback, and support until they do. This model assumes that all students can achieve mastery of the subject matter with appropriate instruction, and that any student who has not achieved mastery simply needs more instruction and support.

Also Read : Glaser’s Basic Teaching Model

This model is characterized by several key features that distinguish it from other educational approaches. These features include:

  1. Clear and specific learning objectives: Teachers define specific learning objectives for each lesson or unit of study, breaking them down into small, discrete skills or concepts that students must master.
  2. Sequential learning: Students must master each skill or concept in a sequence before moving on to the next one.
  3. Individualized instruction: Teachers provide additional instruction, feedback, and support to students who have not yet achieved mastery of a particular skill or concept.
  4. Formative assessment: Teachers use formative assessment strategies to provide ongoing feedback to students and to identify areas where students need additional instruction.
  5. High expectations: Teachers hold high expectations for all students and assume that every student can achieve mastery of the subject matter with appropriate instruction.
  6. Flexibility: Sufficient time to learn each skill or concept, to accommodate the needs of individual students.
  7. Mastery-based grading: Students are graded based on their mastery of the subject matter rather than on the basis of time spent in class or other factors.

Mastery Learning Model is often used in combination with formative assessment and feedback to help students track their progress and identify areas in which they need further instruction.

Mastery Learning Model

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B. Ed., Learning and teaching

Glaser’s Basic Teaching Model

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The Glaser Basic Teaching Model, also known as the “Teach-the-Teacher” model, is a framework for teaching that emphasizes active participation and feedback. The model was developed by Robert Glaser, a psychologist and educational researcher, in the 1970s.

The Glaser Basic Teaching Model emphasizes the importance of feedback in the learning process. Feedback is provided throughout the presentation and practice phases, and the teacher encourages learners to give feedback to one another.

The Glaser Basic Teaching Model consists of three main phases:

  1. Preparation: In this phase, the teacher identifies the learning objectives, selects appropriate teaching methods and materials, and prepares the lesson plan.
  2. Presentation: In this phase, the teacher presents the information to the learners. The information is presented in small segments, and the teacher checks for understanding after each segment.
  3. Practice: In this phase, the learners practice what they have learned. The teacher provides feedback on the learners’ performance and encourages them to continue practicing until they have mastered the material.
Also Read : Team Teaching

The Glaser Basic Teaching Model stresses the importance of feedback in the learning process. Feedback is provided throughout the presentation and practice phases, and learners are encouraged to give feedback to one another. This model is often used in teacher training programs to help educators develop effective teaching strategies and improve the quality of their teaching.

Overall, the Glaser Basic Teaching Model is a structured approach to teaching that aims to ensure that learners are actively engaged in the learning process and receive feedback on their progress.

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Glaser’s Basic Teaching Model
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Advance Curriculum theory ( Secondary level), B. Ed., Knowledge & Curriculum, M. Ed.

Existentialism

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Existentialism is a philosophical and literary movement that emerged in Europe in the 20th century, particularly after World War II. It emphasizes individual freedom, authenticity, and choice.

At the heart of existentialism is the belief that individuals must create their own meaning and purpose in life, rather than relying on external factors such as religion or society. Existentialism emphasizes the importance of personal responsibility, as individuals are responsible for their own choices and actions.

Also read: Pragmatism

Some key themes in existentialism include:

  1. Authenticity: It stresses the importance of being true to oneself and one’s own values, rather than conforming to external expectations or societal norms.
  2. Freedom: Existentialism emphasizes the individual’s freedom to make choices and create their own path in life, even in the face of difficult or challenging circumstances.
  3. Anxiety: It recognizes that the freedom to make choices can also lead to anxiety and uncertainty, as individuals must take responsibility for their own lives and accept the consequences of their choices.
  4. Existential angst: The existentialist perspective often involves a sense of alienation or isolation from the world and a sense of despair or anxiety about the human condition.
  5. Existential crisis: It recognizes that individuals may experience a crisis of meaning or purpose, and must confront the question of whether life has any inherent meaning or value.

Overall, existentialism is a complex and multifaceted philosophy that emphasizes individual freedom, responsibility, and the creation of one’s own meaning and purpose in life. It has had a significant influence on literature, psychology, and other fields.

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Existentialism
Existentialism
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B. Ed., Learning and teaching

Team -Teaching

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Team teaching is a collaborative teaching strategy in which two or more teachers work together to plan, teach, and evaluate a course or lesson. Team teaching can involve co-teaching a class or dividing teaching responsibilities between multiple teachers.

Some key features of team teaching include:

  1. Collaboration: It involves collaboration between teachers, who work together to plan and deliver instruction.
  2. Shared responsibility: In this, teachers share responsibility for instruction, assessment, and feedback. This can lead to more comprehensive and effective instruction.
  3. Diverse perspectives: It allows for the integration of diverse perspectives and expertise, which can enrich the learning experience for students.
  4. Increased student engagement: With multiple teachers, It can lead to increased student engagement and participation in class discussions and activities.
  5. Flexibility: It can be flexible and adaptable to meet the needs of different learners and teaching styles.
  6. More efficient use of resources: It can allow schools to make more efficient use of resources, by sharing teaching responsibilities and reducing class sizes.
Also read: Demonstration Method

Overall, this can be an effective teaching strategy, particularly for classes that require a range of expertise or involve a diverse group of learners. It can also promote collaboration among teachers and lead to more effective instruction and learning outcomes for students.

Team Teaching
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