Lesson Plan Steps

5/21/2018 Lesson Plan Steps

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LESSON PLAN STEPS (HERBARTIAN APPROACH)

LESSON PLAN

Introduction

A lesson plan is the systematic preparation done in a scientific manner. Effective and successfulteaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant

for a class period. Generally a lesson plan is teachers mental and emotional visualization of classroom

activities.

Definition

Lesson plan is the title given to a statement of the achievement to be realized and the specific

means by which these are to be attained as a result of the activities engaged in during the period.

Bossing

aily lesson planning involves defining the ob!ectives" selecting and arranging the sub!ect matter

and determining the method and procedure.

Binging and Binging

#tands $ A lesson is A plan of action

Needs of Lesson Planning

%he lesson plan does not allow the teacher to deviate and its &eep him on the way. 'n the process of

teaching" lesson plan is needed due to the following reasons.

i. %hrough lesson plan" the teacher regularly achieves the teaching ob!ectives and process in the

form of comple( ob!ectives and processes.

ii. A lesson plan develops the possibilities of ad!ustment in the classroom situation which ma&es

the teaching effective.

iii. A lesson plan helps in calling every step of curriculum unit.

iv. A lesson plan helps in planning the process of teaching on the basis of class control" motivation

and individual differences.

IPORTANCE O! LESSON PLAN

)lanning is essential for every aspect of human activities" but for a planned teaching more planning

is re*uired.

"# Suita$le En%iron&ent

'n a lesson plan ob!ectives are fi(ed and the teaching strategies" techni*ues and material aid etc. are

decided beforehand. +hen a proper teaching environment is created" the teaching tas& goes in a much

planned way.

'# Based on re%ious no*ledge


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'n preparing lesson plans" the teacher presents new &nowledge as the basis of previous &nowledge

of the pupils. %his enables the pupils to gain the &nowledge very conveniently on one side" the teacher

succeeds in ac*uiring his ob!ective on the other side.

+# Ps,c-ological teac-ing

%he teacher uses proper teaching strategies" techni*ues and instruments &eeping in mind the

interests" aptitudes" needs" capacities and abilities of the pupils for teaching them when the lesson plans are

prepared. %his ma&es the teaching more psychological.

.# Li&itation of su$/ect &atter

'n a lesson plan" the sub!ect matter becomes limited. %his enables the teacher to give up irrelevant

things. ,e only remembers definite and limited matter and its presentation before the pupils become easy.

%he pupils also receive the &nowledge in a systematic and organized way.

0# Deter&ination of acti%ities

'n a lesson plan" the teachers and pupils activities are pre-decided according to the class level. %hisma&es the teaching activities meaningful and purposeful.

1# Prearation of &aterial aids

At the time of preparing a lesson plan" the teacher decides what facts are to be clarified by what

strategies" techni*ues and instruments and what aid is to be used at what time. %his prepares the necessary

and effective aids before starting the teaching tas&.

2# De%eloing of teac-ing sill

%he lesson plan acts as an important means for developing teaching s&ills in the pupil-teacher.

3# 4se of T-eoretical no*ledge

+hatever the pupil-teachers get theoretical &nowledge during their training period" that &nowledge.

5# Teac-ing *it- confidence

%he preparation of a lesson plan ma&es the sub!ect and other allied sub!ects more clearly to the

teachers. %his arouses self confidence among them. +hen a teacher gets developed the feeling of self-

confidence" then he presents the new &nowledge to the pupils with more enthusiasm and pleasure.

"6# Disciline in class

y preparing lesson plan" the teacher becomes aware of what" when and how much is to be done in

the class. %his absorbs all the pupils in their respective tas&s. ,ence" it results in appreciable classroom

discipline.

""# Ti&e sense

Lesson plan is prepared allotting to the duration of the periods.

"'# Teac-ing fro& &e&or, le%el to reflecti%e le%el


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'n an ideal lesson plan" development and thought provo&ing *uestions should be as&ed. Also there

should be an effort to stretch the teaching from memory level to reflective level.

CHARACTERISTICS O! 7OOD LESSON PLAN

"# O$/ecti%e $ased

%he lesson plan must be based on one or the other ob!ective. +hile writing this" ob!ectives should

be written and defined clearly because its main ob!ective is to achieve some goal.

'# Decision a$out aroriate &aterial aids

%he material aid an important means of the teacher. ,ence correct decision regarding the charts"

graphs" pictures" diagrams and maps should be ta&en while preparing ideal lesson plan and these should be

mar&ed at proper places which a teacher is to use them while teaching.+# Based re%ious no*ledge

An ideal lesson plan should be based on the previous &nowledge of the pupils. %his will avoid

difficulty in ac*uiring new &nowledge by the pupils.

.# Di%ision of lesson lan in units

Lessons are of three types /a0 &nowledge lesson /b0 s&ill lesson /c0 appreciation lesson. 'n an ideal

lesson plan all the relevant steps of these three types of lesson plan should be determined. Each lesson

should be divided into suitable units so that the pupils may understand the lesson gradually.

0# Si&licit, of acti%ities

'n an ideal lesson plan" the simplicity of the lesson plan and clarity of thoughts should be according

to the mental level of the pupils.

1# Deter&ination of acti%ities

'n an ideal lesson plan" the activities of a teacher and the pupils should be determined before-hand.

2# Ho&e *or

%here should a provision of home wor& in an ideal lesson plan. %his will enable the pupils to learn

the appreciation of the ac*uired &nowledge.

3# Self8e%aluation

A good lesson plan must have a suitable plan for self-criticism. %he teacher should put some

*uestions to him and find out the answer and there by !udge the effectiveness of the lesson writing.

5# 4se of illustration

E(amples should be used which have relevance with the daily life of the peoples.

"6# 4se of $lac$oard

%he blac&board summary of each and every unit should be written on the blac&board.


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%his approach generally &nown as ,erbartian five steps approach in the procedure of the ,erbartian

#chool of propagated byJ.F.Herbart/1223-14510 and his followers.

%he formal steps involved in the approach as below

i. 'ntroduction 6 7otivation

ii. )resentation

iii. 8omparison and association

iv. Generalization

v. Application

vi. 9ecapitulation

Introduction 9 oti%ation

%his step is concerned with the tas& of preparing the students for receiving new &nowledge. 'npreparation" nothing new is taught to students. 9elevant to the topic in hand he teacher should ma&e himself

sure of what the pupils already &now" by putting a few *uestions" based on the pupils previous &nowledge.

'n general" with the help of this step" the teacher can chec& the students entering behavior before he starts

teaching the lesson. %hus" testing previous &nowledge" developing interest in the minds of students and

maintaining curiosity of the students can be achieved with the help of this step.

%he following activities involved in this step

: %he assumption about the previous &nowledge of the students in relevance to the lesson

: %he testing of the previous &nowledge

: ;tilizing the previous &nowledge for introducing the lesson

: 7otivating the students for studying the present lesson

Presentation

't is the &ey step and only through which the actual process of teaching is going to ta&e place. ,ere

the aims of the lesson should be stated clearly and the heading should be written on the blac&board. +e

have to provide situation for both the teacher and the students to participate in the process of teaching and

learning.


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ma&e proper use of *uestions" charts" graphs" pictures" models and other illustrative for demonstration and

e(planation.

At the end of each section a few *uestions concerning that section only should be as&ed to whether

the pupils are now ready for the ac*uisition of new &nowledge.

Co&arison of Association

7ore importance should be given in this stage to compare the facts observed by the students with

another concept by way of giving e(amples. y ma&ing use of this comparison" the students can derive

definitions or theories. %he students are encouraged to give new suitable e(amples for the concept instead

of the e(amples given in the boo& to ma&e them thin& in an innovative manner.

7enerali:ation

%his step is concerned with arriving at some general ideas or drawing out the necessary conclusions

by the students on the basis of the different comparisons" contracts and associated observed in the learning

material present by the teacher. As far as possible the tas& of formulation should be left to students. %heteacher at this stage should try to remain in the bac&ground for providing only necessary guidance and

correction.

Alication

'n this stage" the teacher ma&es the students to use the understood &nowledge in an unfamiliar

situation. ;nless the &nowledge of science is applied in new situations or in our day-to-day life" the study of

science will become meaningless. %his application of scientific principles will strengthen learning and will

ma&e the learning permanent.

Recaitulation

%his stage is meant for the teachers to &now whether students have grasped by reviewing a lesson or

by giving assignments to the students. %he answer to

this *uestion constitutes 'nstructional ob!ectives. All instruction will result in learning which in turn bring

about changes in the behavior of the learners. #o the instructional ob!ectives it means the anticipated

behavior change" which is what is what the teachers e(pect as a result of their teaching.

") 7eneral Instructional O$/ecti%e (7IO=s)


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'f the ob!ectives are stated in general and vague manner" then they are called general ob!ectives.

%hey contain non-behavioral verb i.e. they contain non-action verb.

?or e(ample@

i. %he learner ac*uires &nowledge of the various branches of science.

ii. %he learner develops s&ill in manipulating apparatus.

,ere the verbs ac*uires and develops are non-action verbs which are cannot measure or observe

directly" because they are in the form of inner development or passive aspect of mental activity.

Example;

%he pupil"

i. Ac*uires &nowledge of friction

ii. ;nderstands various types of friction

iii. Applies &nowledge of friction in relevant unfamiliar situation

iv. evelops s&ill in doing e(periments v. evelops interest in e(perimenting

') Secific Instructional O$/ecti%es (SIO=s)

'f the ob!ectives are stated in specific" then they are called specific ob!ectives. %hey contain behavioral

verb i.e. they contain action verb. %he observable and measurable behavioral changes as a result of

realizing an ob!ective is termed as specific instructional ob!ectives or specification.

For example

%he learner defines friction

,ere defines is the active verbhttpB66freenaleen.blogspot.com6=C1D61=6lesson-plan-steps-herbartian-

approach.html %he statement of specification should contain two parts

i. 7odification )art /7)0

ii. 8ontent )art /8)0

Example;

%he learner definesfriction

7) 8)

%he table showing illustrative e(amples of specifications with specified behavioral part and content

part from physical science.

SPECI!IC OB;ECTI


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9ecalls %he branches of science

F

'nfers %he result obtained in the e(periment

8omputes %he normality of the li*uid

Analyses Analyses situations

A))L'8A%'


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Give new

illustrations

raws %he diagram of screw gauge

Labels %he part of a generator

#'LL

oinge(periments


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10 iews ofAllport" %he term value means the relative prominence of the sub!ects interest on the dominant

interest in personality.

=0 According toEdgar S.Bright Man" 'n the most elementary sense" value means whatever is actually li&ed

prized" esteemed desired" approved or en!oyed by any one at any time. 't is the actual e(perience of

en!oying a desired ob!ect or activity.

D0 According toParker" alues belong wholly to the inner world of mind. %he satisfaction of desire is the

real value" the thing that serves is only an instruments. A value is always an e(perience never a thing or an

ob!ect.

50 iews of r.Premkripal" alues may be defined as/a0 what we believe $ professed values /b0 what we

practices $ operational values and /c0 what we learn from e(perience in order to adapt and renew traditions

received from the past $ traditional values.

H0 According to Cunning ham" Educational values become aims of education according to these *ualities

abilities and capacities are promoted in theindividuality which is inherently values of life. %huseducational values are those activities which are good useful and valuable from the point of view of

education.

alue education refers to a program of planned educational action aimed at the development of

value and character. Every action and thought of our leaves an impression in our mind. %hese impressions

determine in our behavior at a given moment and our response to a given situation. %he sum total of all our

impressions in what determines our character. %he past has determined the present and even so the present

our present thoughts and actions will shape our future. %his is a &ey principle governing personality

development.

CLASSI!ICATION O!


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'# Religious %alues>

+orship" devotion and faith come in the category of religious values. 9eligious values are related to

faith in God" means of reaching him" conse*uences that result from the deviations of not adhering to such

noble paths.

+# Social %alues>

't refers to those values which are others oriented. %hey are concerning to society. #ocial values are

always practiced in relation to our neighbors" community" society" nation and the world.

E(ampleB Accountability" courtesy" forgiveness" freedom" friendship" hospitality" !ustice" love"

patience" responsibility sympathy etc.

.# Political %alues>

%hese values arise out of mans desire for power. Any political system it treats all men e*ual in the

eyes of !ustice and administers the people becomes a higher value0# Econo&ic %alues>

Economic values come to be &nown through mar&et prices. +ealth and money is needed for the

fulfillment of the needs of life. 't includes all those commodities which can be purchased. All things that

have an e(change value may be said to have economicvalues.

1# Intellectual %alues>

%he importance of &nowledge and ac*uisition of truth under the category of intellectual values. %his

is related to &nowing the truth in many of its forms. %he &nowledge of truth is made use of in various ways

to get satisfaction.

et-ods of %alue education

%he programs of value education should be pre-planned. All the curricular" co-curricular and e(tra-

curricular activities of the schools should appropriately be geared to achieve the desired goals. %he methods

of value-education involve. %he formal" informal and non-formal methods of teaching.

i# Direct and Indirect et-ods of Teac-ing>

irect approach means teaching values directly to others. ,ere efforts are made cautiously to teach

different values to others. #ometimes it may result in reaction formation or contra-suggestions being

formed" which will be defeating the purpose of instruction.

'ndirect approach of teaching the different values is more convenient and effective. ,ere teaching in

done unconsciously. %he students learn values incidentally.

ii# !or&al and Infor&al Aroac->

+hen the learners are taught about difficult values by using formal ways it may not have greater

effect. ,ere materials from boo& are taught with the motive of teaching certain values.


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the learner or the receiver of values is unaware of everything. ,e reads some materials from the boo&s and

is able to pic& up values of life incidentally. %his type of learning in of greater values and lants longer.

iii# Curricular and co8curricular Aroac->

According to curricular approach separate syllabus on framed which aims at teaching different

values to the learners the syllabus is prescribed and teaching in done to finish the syllabus. 'n the te(t

boo&s" the different values may be integrated in different chapters. %hus" the students have curricular

program which helps them to learn different values.

%he co-curricular activities can be well e(ploited for the development of secular" moral and social

values. According to co-curricular program" different activities such as singing poem" recitation" drama"

debate essay writing competition etc. are organized with the main motive of inculcating different values of

life in the youth.

alue education is essentially a matter of educating the feelings and emotions. 't is the training of

the heart and consists in developing the right feelings and emotions. 't does not involve any cognitiveabilities that can be trained. 't is to caught rather than taught. 't is essentially a matter of creating the right

atmosphere" imitation and learning by e(ample communication with nature or modeling on self after an

ideal. %here are five dimensions of value education and they are

i. )hysical education

ii. Emotional education

iii. 7ental education

iv. Aesthetic development

v. 7oral and spiritual domain

I&ortance of


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%he environment in different educational institutions depends upon value system being followed.

ecline is value system leads to decline in educational standards.

'n this way there is a great importance of values in our lives.

According toMahatma Gandih;

't wealth is lost" nothing is lost

't health is lost" something is lost

't character is lost" everything is lost

alues are the guiding principles decide in day to day behavior as also is critical life situation values

are a set bring of principles or standard of behavior values are regarded desirable" important and held in

high eastern by a particular society in which a person live.

Source of %httpB66freenaleen.blogspot.com6=C1D61=6value-education.htmlalue>

alues are there with in the individuals and they develop in them as are the situations all around and

the circumstances hey are placed in our values are embedded in all our institutions which are the artifacts of

society and culture. #o values are not something which is remote and unattainable. 7oreover there values

can be identified in our achievements. arious sources of values are@

") Religion>

9eligion is an important source of values. 't means to bind and unity the people. 't is thus unifying

force. Every religion has its distinctive philosophy and approach to life. %hey propagate different values.

,indu religion advocates self-realization or 7o&sha. Everyone ultimately tries to merge his own self

with universal God.

8hristianity" 'slamand #i&hism emphasis a particular way of life banned on the doctrines and

principles of respective religion. All the religions some common values such as /a0#implicity /b0 )ursuit of

truth /c0 ignity of labor /d0 %olerance /e0 road 7indedness /f0 +elfare of 7an&ind /g0 Attainment of

bliss 7o&sha /h0 ,oly life and /i0 )urity and simple living.

') P-iloso-,>

)hilosophy of live is another important source of values. %here are varying philosophy of life and

education. 'dealism recommends higher and fundamental values of life such as %ruth" eauty and

Goodness.

+) Literature>

Literature in also an important source of values. Literature and social life are closely interlin&ed.

%he basic function and role of language and literature is to promote right types values among the people.

.) Social custo&s>

#ocial customs such as social functions" cultural heritage" social beliefs" and social practices

advocate different types of values.

0) Science>
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't is an important social institution and is a source of values. %hrough science we are able to have

our &nowledge banned on observation" e(perimentation and rational thin&ing. According to arber" the

values more favorable for science are /a0 9ationality /b0 ;tilitarianism/c0 ;niversalism /d0 'ndividualism.

Pro/ect et-od

Introduction

%he )ro!ect 7ethod of teaching was first propounded by Iohn ewey. %he basic idea of this method

is that pupil can learn a lot of things with the help if association and mutual co-operation. %his method

promotes purposeful activities through a group of pupils and the pupil will wor& co-operatively. %he pupils

will wor& together by forming small groups according to their interest and abilities. %he main ob!ective of

this method are learning by doing and learning by living together.

Definition

A pro!ect is a whole hearted purposeful activity proceeding in a social environment.

-ilpatri!k

A pro!ect is a problematic act carried to completion in its natural selection.

-Pro". Ste#enson

A pro!ect is a bit of real life that has been imported into school.

-Ballard

Princiles underl,ing Pro/ect et-od

"# Purosi%eness

%here must be some ob!ective of the pro!ect because the pupils do that wor& with more enthusiasm

which has definite and clear ob!ectives.

'# !reedo&

%he pupils are free to select the pro!ect. %hey select the pro!ect according to their will and they

e(ecute it with the advice of the teacher.

+# Acti%it,

%he pro!ect should be activity centered because the &nowledge gained if activity is stable and useful.

.# Realit,


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%he pro!ect should be real.

'n this step the wor& done on the pro!ect is evaluated from time to time. %he line of action and mode

of e(ecution may be modified on the results of such evaluation.

1# Recording>


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A complete record of the wor&" their planning" discussion on significant aspects" their achievement

etc. has to be developed by the pupils at the end. Also they should record the criticism of their own wor&

and the suggestions for the further wor&.

Criteria of a good ro/ect

A good pro!ect can be accessed using the following criteria.

v A pro!ect should be purposeful" useful and practically applicable to the daily life of the students" with clear"

well defined ob!ectives.

v %he pro!ect should help in providing useful and meaningful learning e(periences to each member of the

group.

v %he pro!ect should be within the reach of the students in accordance with their interest and ability levels.

v %he pro!ect should be feasible in terms the availability of human and material resources and time limit.

v %he level of comple(ity of the pro!ect should match the ability level of the students.v %he learning activities of the pro!ect should be life-li&e purposeful and natural.

erits of ro/ect &et-od

"# Ps,c-ological &et-od

)ro!ect method is based on psychological principles. %he innate tendencies" interests and aptitudes

of the students are best utilized in this method.

'# De&ocratic *a, of learning

Liberty" e*uality and fraternity are some of the cardinal principles which form the basis of pro!ect

method. 9ight from the selection of the pro!ect till its e(ecution students are provided sufficient freedom for

thin&ing" decision ma&ing and going ahead in their assigned tas&s. All of these students cooperate in a

common pro!ect according to their tastes" temperaments" abilities and capacities.

+# De%elo&ent of t-e social %irtue

7any virtues essential for good citizenship li&e self-confidence" tolerance" patience" self-

dependence sense of responsibility duty blondness" resourcefulness" mutual love and co-operation etc.

.# Practical &et-od

%his method of the ma(ims of teaching li&e learning by doing and learning by living. %herefore

what is to be learnt in pro!ect method is learnt by doing that in a very practical way. 'n pro!ect method the

problems concerning actual life activities are underta&en therefore" it provides sufficient training to the

students to use their learning in their practical life.

0# Dignit, of learner


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)ro!ect method emphasizes dignity of labor. #tudents irrespective of their caste" creed and social

status !oin their hands in doing mental and manual labor in the e(ecution of the pro!ect.

De&erits of ro/ect &et-od

"# Difficult, on t-e art of t-e teac-er

)ro!ect method provides many challenges to the teachers in charge right from theselection of the

pro!ect till its e(ecution. Every teacher is not e*uipped with such enthusiasm abilities and leadership

essential for wor&ing with such a method.

'#4necono&ical &et-od

)ro!ect method is an uneconomical method in the sense that the time" labor and amount spent in this

method is *uite larger than return received.

+# Not suita$le for teac-ing su$/ect

Fo organized and systematic teaching is possible in the pro!ect method.

httpB66freenaleen.blogspot.com6=C1D61=6pro!ect-method.html.# Difficult, in co%ering t-e s,lla$us )ro!ect method put obstacles in terms of the coverage of lengthy school syllabus. %hrough pro!ects

hardly a part of the syllabus can be covered and therefore" it doesnt suit the present day teaching.

0# Not suita$le to t-e resent da, condition

'n 'ndia" our schools can be neither afford sufficient money nor provide appropriate personal for

teaching with pro!ect method. ?or using this method" suitable te(tboo&s are also not available. #chools are

over crowed and the educational structure is e(amination oriented.

;O@!4L LEARNIN7

PLA@ 8 A@ LEARNIN7

Introduction>

An activity combined with happiness and satisfaction is the basis of play-way method of learning. 't

is an improvement on the activity principles. %his term was first introduced by ,. 8aldwell 8oo&. ,e

discovered that children too& &een interest in learning English grammar and language when they were

re*uired to participate in #ha&espearian plays. 'n dramatization spontaneity freedom and laughter were

associated with the learning process.

!ROEBEL and Pla, *a, learning

?riedrich +ilhelm August. ?roebel" a German educator" is well &nown as the father of indergarten

concept. ,e popularized the concept of play-way learning. 'n his integration school the following methods

were used for teaching the children.

a0 Learning through activitiesis given not only to bridge the gap between &nowledge and action but also to

foster self-e(pression and satisfaction of the children.
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b0 Gift and

'f we relate the activities in the classroom with the life of the child" the child does not feel that he is

living in an artificial atmosphere at school and therefore the tendency to avoid attendance does not arise.

iii# S,&at-etic Attitude>

#ympathetic attitude is conductive to efficient learning and the children accept the suggestions of

the teacher without much hesitation.

i%# !ree E?ression>

%he teacher should realize that interests and need of children are seldom ali&e. %herefore while

planning education through play-way he should cater to the needs of each child individually.

%i# Rele%ant et-od of Teac-ing>

9igid" formal and boo&ish methodsshould be replaced by activities natural to the child. %hese

should be based on the needs and interests of the child.

Ad%antages of Pla,8*a, Learning

%he play-way method has a number of advantages which are given belowB

"# Natural oti%ation>

)lay-way being the natural urge of the child he ta&es &een interest in it. )lay given him happiness and

satisfaction and education is a by-product of the activities.


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'# -ole -earted Resonse>

'n play-way there is whole-hearted response of the children and he becomes serious about his wor&.

+# Balanced De%elo&ent of Personalit,>

)lay-way provides means for the social emotional and moral development of the children besides giving

intellectual training.

.# Self disciline>

'n play-way learning child is engaged in activity with interest so he doesnt need any e(ternal control. ,e

lives according to the self-imposed regulations.

0# Self ad%ance&ent>

)lay-way ensures self-advancement through self-education.

1# Training of t-e sensor, Organs>

%raining of the sensory organs for meaningful sensation is also encouraged.

PERSONALISED S@STE O! INSTR4CTION (PSI)

(OR)

ILLER PLAN

?red #. eller and his associates devised the )ersonalized #ystem of 'nstruction /)#'0 in 1J3D to

cater the needs of a new psychology programmed in a new university of razil )#' functions as bridge

between the theory and practice of individualized instruction. 't components are essentially programmed

instruction where the frame has been enlarged and personal social element have been added in the teaching


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learning process. 't is an approach to classroom instruction designed to change the role of teacher from

agent of information to the engineer or manager of students learning.

efining )#'" Green has /1J250 has said" %he )ersonalized #ystem of 'nstruction /)#'0 gets its

name from the fact that each students is served as an individual by another person" face to face and one to

one" in spite of the fact that the class size is large. %hus )#' means a system of instruction which is person

$ oriented.

SALIENT !EAT4RES9 CHARACTERISTICS O! PSI

'n a research article entitled God bye to %eacher" published in 1J34. eller pointed out the salient

features of )#' as follows.

"# aster, Oriented E%aluation

%he )#' evaluation is based upon a fi(ed standard or mastery over the content respective of the time

period. Every student has to achieve 4C to JC percent of determined ob!ectives" only then they can proceed

to ne(t lesson.'# Self8Pacing

't provides an opportunity that each his student wor&s at is own pace according to his bac&ground of the

sub!ect and level to academic motivation.

+# ulti&edia Aroac-

't facilitates the students learning by the use of multimedia approach. 'n addition to the lecture method"

by the teacher in )#' uses films" radio and television programmes" computer and many other such aids.

.# E&-asi:e on *ritten *ors

't emphasizes the importance of written wor&. %he teacher provides the situation to learns to practice on

well-designed assignments. 't provides an opportunity for assimilating the content.

0# 4se of Pear Proctors in Tutorials

)roctor is" the outstanding students in the class are used to assist the students individually while in the

process of learning.

1# Teac-er=s Resonsi$ilit,

%he teacher has to deal individually with large number of students wor&ing with the system and to test

their progress of learning.

2# oti%ation

%his provides appropriate motivation or fre*uent reinforcement to the learners.

P4RPOSE O! APPL@IN7 PSI

%he )#' can be effectively applied following purpose


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a0 ?or developing efficient learning methods or strategies for creating interest in education among the new

generations.

b0 ?or improving the retention power of the students.

c0 ?or raising the performance of student in all disciplines.

d0 ?or attaining better transfer of learning.

e0 ?or developing desirable attitude amongthe learns by creating interpersonal relationship between teacher

and students.

Ioyful learning was started as an e(periment in classroom transaction. #pearheaded by the teachers

themselves. 't was began in ,eggadaevanaote%alu& in 7ysore district. 'n 1JJH 7F aigs" Education


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level language mathematics and environmental studies were to be taught through art" craft" songs" dance and

other activity oriented methods.

Ioyful learning envisages the brea&ing down of the traditional hierarchy that e(ists between teacher

and student and all the teaching learning materials are handmade by the teacher and hands on

e(perimentation are encouraged.

%he Ioyful learningmethod of classroom transaction not only gives a greater autonomy to the

teacher but also creates the right atmosphere for the child to learn in a friendly and Ioyful way. Learning

ta&es places systematically in groups organized according to agewise competencies in an interactive

manner. +hen children master the competency of one group" they move on to another group to learn the

ne(t competency. 'n Ioyful learning method a minimum level of learning could be scrutinized among all the

students.

/;F'8E? $ ;nited Fations 'nternational 8hildrens Emergency ?und0

Stage Basic Conflict I&ortant

E%ents

Outco&e

Infanc, ($irt- to

"3 &ont-s)

%rust vs.

7istrust

?eeding 8hildren develop a sense of trust when caregivers provide

reliabilty" care" and affection. A lac& of this will lead to

mistrust.

Earl, C-ild-ood

(' to + ,ears)

Autonomy vs.

#hame and

oubt

%oilet %raining 8hildren need to develop a sense of personal control over

physical s&ills and a sense of independence. #uccess leads

to feelings of autonomy" failure results in feelings of

shame and doubt.

Presc-ool (+ to 0

,ears)

'nitiative vs.

Guilt

E(ploration 8hildren need to begin asserting control and power over

the environment. #uccess in this stage leads to a sense of

purpose. 8hildren who try to e(ert too much power

e(perience disapproval" resulting in a sense of guilt.

Sc-ool Age (1 to

"" ,ears)

'ndustry vs.

'nferiority

#chool 8hildren need to cope with new social and academic

demands. #uccess leads to a sense of competence" while

failure results in feelings of inferiority.

Adolescence ("'

to "3 ,ears)

'dentity vs. 9ole

8onfusion

#ocial

9elationships

%eens need to develop a sense of self and personal

identity. #uccess leads to an ability to stay true to yourself

while failure leads to role confusion and a wea& sense of

self.

@oung 'ntimacy vs. 9elationships Koung adults need to form intimate" loving relationships
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Adult-ood ("5 to

.6 ,ears)

'solation with other people. #uccess leads to strong relationships"

while failure results in loneliness and isolation.

iddle

Adult-ood (.6 to

10 ,ears)

Generativity vs.

#tagnation

+or& and

)arenthood

Adults need to create or nurture things that will outlast

them" often by having children or creating a positive

change that benefits other people. #uccess leads to

feelings of usefulness and accomplishment" while failure

results in shallow involvement in the world.

aturit,(10 to

deat-)

Ego 'ntegrity vs.

espair

9eflection on

Life


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develop that *uality. uring these times" the potential for personal growth is high" but so is the potential for

failure.

Ps,c-osocial Stage " 8 Trust %s# istrust

%he first stage of Eri&sons theory of psychosocial development occurs between birth and one year

of age and is the most fundamental stage in life.

ecause an infant is utterly dependent" the development of trust is based on the dependability and

*uality of the childs caregivers.

'f a child successfully develops trust" he or she will feel safe and secure in the world. 8aregivers

who are inconsistent" emotionally unavailable" or re!ecting contribute to feelings of mistrust in thechildren they care for. ?ailure to develop trust will result in fear and a belief that the world is

inconsistent and unpredictable.


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8hildren who successfully complete this stage feel secure and confident" while those who do not

are left with a sense of inade*uacy and self-doubt.

Eri&son believed that achieving a balance between autonomy and shame and doubt would lead to

will" which is the belief that children can act with intention" within reason and limits.

Ps,c-osocial Stage + 8 Initiati%e %s# 7uilt

uring the preschool years" children begin to assert their power and control over the world through

directing play and other social interactions.

8hildren who are successful at this stage feel capable and able to lead others. %hose who fail to

ac*uire these s&ills are left with a sense of guilt" self-doubt" and lac& of initiative.

+hen an ideal balance of individual initiative and a willingness to wor& with others is achieved" the

ego *uality &nown as purpose emerges.

Ps,c-osocial Stage . 8 Industr, %s# Inferiorit,

%his stage covers the early school years from appro(imately age H to 11.

%hrough social interactions" children begin to develop a sense of pride in their accomplishments

and abilities.

8hildren who are encouraged and commended by parents and teachers develop a feeling of

competence and belief in their s&ills. %hose who receive little or no encouragement from parents"

teachers" or peers will doubt their abilities to be successful.

#uccessfully finding a balance at this stage of psychosocial development leads to the strength

&nown as competence or a belief our own abilities to handle the tas&s set before us.

Ps,c-osocial Stage 0 8 Identit, %s# Confusion

uring adolescence" children e(plore their independence and develop a sense of self.
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%hose who receive proper encouragement and reinforcement through personal e(ploration will

emerge from this stage with a strong sense of self and a feeling of independence and control. %hose who

remain unsure of their beliefs and desires will feel insecure and confused about themselves and the

future.

8ompleting this stage successfully leads to fidelity" which Eri&son described as an ability to live by

societys standards and e(pectations.

Ps,c-osocial Stage 1 8 Inti&ac, %s# Isolation

%his stage covers the period of early adulthood when people are e(ploring personal relationships.

Eri&son believed it was vital that people develop close" committed relationships with other people.%hose who are successful at this step will form relationships that are committed and secure.

9emember that each step builds on s&ills learned in previous steps. Eri&son believed that a strong

sense of personal identity was important for developing intimate relationships. #tudies have

demonstrated that those with a poor sense of self tend to have less committed relationships and are

more li&ely to suffer emotional isolation" loneliness" and depression.

#uccessful resolution of this stage results in the virtue &nown as love. 't is mar&ed by the ability to

form lasting" meaningful relationships with other people.

Ps,c-osocial Stage 2 8 7enerati%it, %s# Stagnation

uring adulthood" we continue to build our lives" focusing on our career and family.

%hose who are successful during this phase will feel that they are contributing to the world by being

active in their home and community. %hose who fail to attain this s&ill will feel unproductive anduninvolved in the world.

8are is the virtue achieved when this stage is handled successfully. eing proud of your

accomplishments" watching your children grow into adults" and developing a sense of unity with your

life partner are important accomplishments of this stage.
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Ps,c-osocial Stage 3 8 Integrit, %s# Desair

%his phase occurs during old age and is focused on reflecting bac& on life.

%hose who are unsuccessful during this stage will feel that their life has been wasted and will

e(perience many regrets. %he individual will be left with feelings of bitterness and despair.

%hose who feel proud of their accomplishments will feel a sense of integrity. #uccessfully

completing this phase means loo&ing bac& with few regrets and a general feeling of satisfaction. %hese

individuals will attain wisdom" even when confronting death.
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