B. Ed. Spl. Ed. (M. R. / H. I. / V. I)- ODL Programme AREA - A A-3 : LEARNING, TEACHING AND ASSESSMENT A COLLABORATIVE PROGRAMME OF NETAJI SUBHAS OPEN UNIVERSITY AND REHABILITATION COUNCIL OF INDIA 1 AREA - A ●●● CORE COURSE COURSE CODE - A3 LEARNING, TEACHING AND ASSESSMENT Chairman Prof. Subha Sankar Sarkar, Vice Chancellor, Netaji Subhas Open University, DD-26, Sector-I, Kolkata-700064 Convener Prof. Atindranath Dey, Director, School of Education, Netaji Subhas Open University, Kolkata-700 064 Course Writers Unit - 1 Dr. Amrita Panda Unit - 2 Dr. Amit Kumar Maity Unit - 3 Dr. Parimal Sarkar Unit - 4 Dr. Parimal Sarkar Unit - 5 Dr. Rajyashree Roy Editor Prof. Swapan Kumar Sarkar Processing General and Format Editing Ms. Swapna Deb & Dr. Papiya Upadhyay In-house Processing In-charge Ms. Swapna Deb & Mr. Samir Chakrabarti The Self Instructional Material (SIM) is prepared in conformity with the B.Ed.Spl. Edn.(MR/ HI/VI) - ODL Programme as prepared and circulated by the Rehabilitation Council of India, New Delhi and adopted by NSOU on and from the 2015-2017 academic session. © All rights reserved. No part of this work can be reproduced in any form without the written permission from the NSOU authorities. Dr. Ashit Baran Aich Registrar (Actg.) 2 Netaji Subhas Open University From the Vice-Chancellor's Desk Dear Students, from this Academic Session (2015-17) the Curriculum and Course Structure of B. Ed.- Special Education have been thoroughly revised as per the stipulations which featured in the Memorandum of Understanding (MoU) between the Rehabilitation Council of India (RCI) and the National Council for Teacher Education (NCTE). The newly designed course structure and syllabus is comprehensive and futuristic has, therefore, been contextualized and adopted by NSOU from the present academic session, following the directives of the aforesaid national statutory authorities. Consequent upon the introduction of new syllabus the revision of Self Instructional Material (SIM) becomes imperative. The new syllabus was circulated by RCI for introduction in the month of June, 2015 while the new session begins in the month of July. So the difficulties of preparing the SIMs within such a short time can easily be understood. However, the School of Education of NSOU took up the challenge and put the best minds together in preparing SIM without compromising the standard and quality of such an academic package. It required many rigorous steps before printing and circulation of the entire academic package to our dear learners. Every intervening step was meticulously and methodically followed for ensuring quality in such a time bound manner. The SIMs are prepared by eminent subject experts and edited by the senior members of the faculty specializing in the discipline concerned. Printing of the SIMs has been done with utmost care and attention. Students are the primary beneficiaries of these materials so developed. Therefore, you must go through the contents seriously and take your queries, if any, to the Counselors during Personal Contact Programs (PCPs) for clarifications. In comparison to F2F mode, the onus is on the learners in the ODL mode. So please change your mind accordingly and shrug off your old mindset of teacher dependence and spoon feeding habits immediately. 3 I would further urge you to go for other Open Educational Resources (OERs) - available on websites, for better understanding and gaining comprehensive mastery over the subject. From this year NSOU is also providing ICT enabled support services to the students enrolled under this University. So, in addition to the printed SIMs, the e-contents are also provided to the students to facilitate the usage and ensure more flexibility at the user end. The other ICT based support systems will be there for the benefit of the learners. So please make the most of it and do your best in the examinations. However, any suggestion or constructive criticism regarding the SIMs and its improvement is welcome. 1 must acknowledge the contribution of all the content writers, editors and background minds at the SoE, NSOU for their respective efforts, expertise and hard work in producing the SIMs within a very short time. Professor (Dr.) Subha Sankar Sarkar Vice-Chancellor, NSOU 4 B. Ed. Spl. Ed (M. R. / H. I. / V. I)- ODL Programme AREA - A A-3 : LEARNING, TEACHING AND ASSESSMENT 5 First Edition : May, 2016 Printed in accordance with the regulations and financial assistance of the DEB-UGC, Government of India 6 AREA - A Netaji Subhas Open A-3 : LEARNING, TEACHING University AND ASSESSMENT A-3 ❐ Learning, Teaching and Assessment UNIT - 1 : HUMAN LEARNING AND INTELLIGENCELRAL PALSY (CP) 9-73 UNIT - 2 : LEARNING PROCESS AND MOTIVATION 74-117 UNIT - 3 : TEACHING LEARNING PROCESS 118-153 UNIT - 4 : OVER VIEW OF ASSESSMENT AND SCHOOL SYSTEM 154-201 UNIT - 5 : ASSESSMENT : STRATEGIES AND PRACTICES 202-220 CONDITIONS CONDITIONS 7 8 Unit- 1 ❒ Human Learning and Intelligence Structure : 1.1 Introduction 1.2 Objectives 1.3 Human learning, Meaning, definition and concept formation 1.3.1 Learning theories 1.3.1.1 Behaviourism 1.3.1.2 Edward Thorndike 1.3.1.3 B. F. Skinner 1.3.1.4 Cognitivism 1.3.1.5 Jean Piaget 1.3.1.6 Kohlberg 1.3.1.7 Social constructivism 1.3.1.8 Lev Vygotsky 1.3.1.9 Albert Bandura 1.4 Intelligence 1.4.1 Concept and Definition 1.4.2 Vernan’s classification 1.4.3 Types of Intelligence 1.4.4 Theories of Intelligence 1.4.4.1 Charles Spearman—General Intelligence 1.4.4.2 Howard Cardner Multiple Intelligence 1.4.4.3 Robert sternberg Triarchic Theory of Intelligence 1.5 Creativity : Concept, Definition and Characteristics. 1.5.1 Motivation and intelligence 1.6 Implications for Classroom Teaching and Learning 9 1.7 References 1.8 ‘‘Check Your Progress’’ 1.9 Let Us Sum Up 1.1 Introduction This module highlights the concept of learning and intelligence. Through this module we would try to understand the basic concepts of learning, the frontier theories and its application in academics. Apart from learning the present module concentrates on another basic concept in Psychology, i.e., intelligence. We will discuss the definitions, characteristics, a brief history of intelligence measurement, followed by leading theories in intelligence. The module will further concentrate on another psychological construct very closely associated with intelligence, i.e., creativity. We will discuss the concept, nature and characteristics of creativity followed by implications of learning in academic settings. At the end of this module students are expected to have a clear understanding about learning and intelligence and its application in academics. 1.2 Objectives At the end of successful completion of the module students will be able to understand the following: — The concept and nature of learning. — The various perspectives and theories of learning principle, with a highlight to behavioristic theories, cognitive theories and social learning theories. — The concept and characteristics of intelligence. — Various intelligence theories with a highlight on Spearman’s two factor theory, Gardner’s multiple intelligence theory and Steinberg’s Triarchich intelligence theory. — The concept, definition and characteristics of creativity. It’s relationship with motivation and intelligence. — The Implications for Classroom Teaching and Learning. 10 1.3 Human learning: Meaning, definition and concept formation Learning can be defined as the process leading to relatively permanent behavioral change or potential behavioral change. In other words, as we learn, we alter the way we perceive our environment, the way we interpret the incoming stimuli, and therefore the way we interact, or behave. Learning is one of the most important activities in which humans engage. It is at the very core of the educational process, although most of what people learn occurs outside of school. For thousands of years, philosophers and psychologists have sought to understand the nature of learning, how it occurs, and how one person can influence the learning of another person through teaching and similar endeavors. Various theories of learning have been suggested, and these theories differ for a variety of reasons. Evolving Theories of Learning The modern psychological study of learning can be dated from the work of Hermann Ebbinghaus (1850-1909), whose well-known study of memory was published in 1885. Other early studies of learning were by Edward L. Thorndike (1874-1949), whose dissertation on problem solving was published in 1898, and Ivan Pavlov (1849- 1936), whose research on classical conditioning was begun in 1899 but first published in English in 1927. These theories focused on explaining the behavior of individuals and became known as behavioral theories. These theories use a stimulus- response framework to explain learning and dominated psychology and education for over half a century. Because behavioral theories focus on environmental factors such as reinforcement, feedback, and practice, they conceptualize learning as something that occurs from the outside in. Behavioral theories provide very good explanations for certain kinds of learning but poor explanations for other types of learning. Operant conditioning, for example, is better than other theories at explaining the rote acquisition of information, the learning of physical and mental skills, and the development of behaviors conducive to a productive classroom (i.e., classroom management). In these situations, the focus is on performing behavioral tasks rather than developing a learner’s cognitive structure or understanding. Although classical conditioning frequently is dismissed as irrelevant to human learning (Pavlov’s initial research paradigm involved dogs salivating), this type of learning provides by far the best explanation of how and why people, including students, respond emotionally to a wide variety of stimuli and situations. The many types of emotional reactions acquired through classical 11 conditioning include: anger toward or hatred for a particular person or group, phobias to a particular subject area or to school itself, and infatuation with another person.