ENGLISH - concept of individual differences

Individual difference

Individuals that separate them from one person to another and make one as a unique individual in oneself are termed as individual differences.
Osborne considers individual differences as dissimilarity between persons that distinguish them from one another.
The nature of individual differences can be summarized as follows
1) Individual difference are one of degree, not one kind.
All persons do have common human traits. But the amount and proportions of such traits differ from person to person leading to uniqueness of personality and behaviors the concept of individual differences refers to quantitative differences found among individuals in respect of a specific traits or various traits.
2) Normal distribution of traits
All measures of traits that contribute to individual difference tend to distribute themselves according to the laws of normal probability curve.
3) There exist both inter-individual and intra-individual differences.
Individuals not only differ among themselves with respect to a specific trait but differences may be also noticed within the same individual when he is studied in respect of various traits.
Educational significance of individual difference

Some of the important implications of individual difference in education are the following:
1)As far as possible individual method of instruction may be adopted.
2) As every student has his peculiar differences individual attention should be paid by the teacher.
3) As individuals differ in their interest and abilities a large number of subjects of study should be provided by the school, so that student may have wide choices in selection of the subject they offer for study.
4) Individual differences call for individualized curriculum, methods of teaching, evaluation techniques etc.
5) Individual differ widely in their abilities needs interest aptitude attitude etc. Therefore it is essential that arrangements should be made to provide educational and vocational guidance to the pupils individually.

ENGLISH - education in post independent india

Post-independence Efforts to Reform Educational System!

Since the attainment of freedom a definite trend towards reformation of educational system is discernible. From Lime lo Lime committees have been appointed to probe into the defects and suggest means for improvement. The Mudaliar Report on Secondary Education (1952) stressed the need of training Indians in the democratic way of life.

The Report read out “Citizenship in a democracy is a very exacting and challenging responsibility for which every citizen has to be carefully trained. II involves many intellectual, social and moral qualities which cannot be expected to grow of their own accord. In any kind of regimented social order, the individual does not need to indulge in the travail of independent thinking.

But in a democracy-if it is anything more than the thoughtless exercise of the vote—an individual must form his own independent judgment on .all kinds of complicated social, economic and political issues and lo a large extent decides his own course of action.” Similarly, the Radhakrishnan Report on University Education emphasized that the purpose of education was to provide a coherent picture of the universe and an integrated way of life.

On the basis of these Reports some reforms were introduced in the educational system of the country, for example, the introduction of Higher Secondary scheme along with Three Year Degree Course and the opening of more and more vocational and technical schools and colleges.

The Education Commission which was set up by the Government of India in July 1964, submitted its report in June 1966. The commission reviewed the existing system of education, primary, secondary, university and technical, in all its aspects. In the main, the Commission stressed that Indian education needs a drastic reconstruction, almost a revolution.

Bloom's Taxonomy of Educational Objectives

One of the most widely used ways of organizing levels of expertise is according to Bloom's Taxonomy of Educational Objectives. (Bloom et al., 1994; Gronlund, 1991; Krathwohl et al., 1956.) Bloom's Taxonomy (Tables 1-3) uses a multi-tiered scale to express the level of expertise required to achieve each measurable student outcome. Organizing measurable student outcomes in this way will allow us to select appropriate classroom assessment techniques for the course.

There are three taxonomies. Which of the three to use for a given measurable student outcome depends upon the original goal to which the measurable student outcome is connected. There are knowledge-based goals, skills-based goals, and affective goals (affective: values, attitudes, and interests); accordingly, there is a taxonomy for each. Within each taxonomy, levels of expertise are listed in order of increasing complexity. Measurable student outcomes that require the higher levels of expertise will require more sophisticated classroom assessment techniques.

The course goal in Figure 2--"student understands proper dental hygiene"--is an example of a knowledge-based goal. It is knowledge-based because it requires that the student learn certain facts and concepts. An example of a skills-based goal for this course might be "student flosses teeth properly." This is a skills-based goal because it requires that the student learn how to do something. Finally, an affective goal for this course might be "student cares about proper oral hygiene." This is an affective goal because it requires that the student's values, attitudes, or interests be affected by the course.
 

English - Teacher is a Techno Pedagogue

Teacher as a Techno Pedagogue

INTRODUCTION

The term “pedagogue” is derived from two Greek words pais, paidos meaning boy and agogos meaning guide which together connotes a teacher. Thus pedagogic implies the science of teching.By pedagogic analysis we mean a logical and systematic breakup of the curriculum from the point of view of a pedagogue [teacher] for the purpose of its effective transaction.

Techno pedagogy is a key deciding factor in while an educational media product is a successful or not. Literally ‘pedagogy’ refers to art, the art skill handcrafting, derived from the Latin texere [to weave or fabricate].Here techno is a qualifier; it intersects or crosses the meaning of ‘pedagogy’ with its own. Techno pedagogy refers to the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information.

Technology in professional development is a complex issue. Technology helps higher education to overcome previous outreach barriers, particularly in reaching students in remote location. Because technologies are continually changing, the instability of technology, as well as the unfired nature of the knowledge required in using them, places in additional demands on faculty to keep up with constant stream of new technologies. Technology is a broad and constantly changing skill- set required of faculty and selecting the appropriate techno pedagogical strategies to effectively engage students in the content is a separate skill- set. Media literacy influence students’ development and developing a critical analysis of media consumption is an important skill for students. Pedagogy and e- learning co- constructive pedagogies together. The dynamics of classrooms change when e- learning is a part of regular learning environment. The technological pedagogical content knowledge is a collaboratively developed frame work of scholars and researchers seeking to conceptualize and clarity the competencies that evolve from the inter section between pedagogy and technology. Pedagogical content knowledge was first described by Leeshulman [1986] and TPACK builds on core ideas through the inclusion of technology. Technological content knowledge refers to knowledge about how technology may be used to provide new ways of teaching content.

 Content knowledge is a is a teacher’s knowledge about the subject matter to be learned for taught. It defines as “a through grounding in college level subject matter or comment of the subject.” It may also include knowledge or concepts, theories conceptual frames as well as knowledge about accepted ways of developing knowledge. Content knowledge is a is a teacher’s knowledge about the subject matter to be learned for taught. Knowledge of content is critical importance for teachers. As ideas organizational frame works, knowledge of evidence and proof as well as established practices and approaches towards developing such knowledge.

Pedagogical knowledge is deep knowledge about processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purpose, values and aims, this generic form of knowledge applies to understanding how students learn, general classroom management skills, and lesson planning and student’s assessment. It includes knowledge about techniques or methods used in the classroom. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning. Pedagogical knowledge requires an understanding of cognitive and developmental theories of knowledge and how they are play to students in the classrooms.

ENGLISH - Social Constructivism

What is Social Constructivism?

Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997). This perspective is closely associated with many contemporary theories, most notably the developmental theories of Vygotsky and Bruner, and Bandura's social cognitive theory (Shunk, 2000).

Assumptions of Social Constructivism

Social constructivism is based on specific assumptions about reality, knowledge, and learning. To understand and apply models of instruction that are rooted in the perspectives of social constructivists, it is important to know the premises that underlie them.

Reality: Social constructivists believe that reality is constructed through human activity. Members of a society together invent the properties of the world (Kukla, 2000). For the social constructivist, reality cannot be discovered: it does not exist prior to its social invention.

Knowledge: To social constructivists, knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994). Individuals create meaning through their interactions with each other and with the environment they live in.

Learning: Social constructivists view learning as a social process. It does not take place only within an individual, nor is it a passive development of behaviors that are shaped by external forces (McMahon, 1997). Meaningful learning occurs when individuals are engaged in social activities.

EDUCATION IN BUDDHIST PERIOD IN INDIA

In India during the time of Buddha, there was a racial discrimination in the society. This discrimination was according to profession of man, and  according to birth. In the society there were four division of man of whom Brahman was superior. Brahmanism dominated the society and established their supremacy in the country. They enjoyed rights for religious training and education. But other category of people deprived of their religious and educational rights. At that time there were 62 heretical doctrines in existence and priesthood got upper hand. In this background a religious revolution started in ancient India in 600 B.C. and a new doctrine or system developed which is called Buddhist doctrine or Buddhist philosophy. It is to be said that on the foundation of Buddhism a new and special Education System originated in ancient India. Buddhism made a tremendous movement which played a valuable role in the development of Education System in ancient India or ancient Buddhist world. It is well-known that with the rise of Buddhism in India there dawned the golden age of Indias culture and civilisation. There was progress in all aspects of Indian civilisation under the impact of Buddhism  There arose many centres of learning which did not exist before

Aims of education

The goal of Buddha’s teaching-the goal of Buddhist education is to attain wisdom. In Sanskrit, the language of ancient India, the Buddhist wisdom was called ―Anuttara-Samyak-Sambhodi‖ meaning the perfect ultimate wisdom. The Buddha taught us that the main objective of our practice or cultivation was to achieve this ultimate wisdom. The Buddha further taught us that everyone has the potential to realize this state of ultimate wisdom, as it is an intrinsic part of our nature, not something one obtains externally.

The chief aim of Buddhist  education was all round development of child’s personality. This included his physical , mental, moral and intellectual development.The aim of Buddhist Education is to make a free man, a wise, intelligent, moral, non-violent & secular man. Students became judicious, humanist, logical and free from superstitious. Students became free from greed, lust and ignorance. Buddhist Education was wide open and available to the people of all walks of life. The principal goal of the Buddhist Education is to change an unwise to wise, beast to priest.

PSYCHOLOGY - Motivation

The Definition of Motivation

Often, people confuse the idea of 'happy' employees with 'motivated' employees. These may be related, butmotivation actually describes the level of desire employees feel to perform, regardless of the level of happiness. Employees who are adequately motivated to perform will be more productive, more engaged and feel more invested in their work. When employees feel these things, it helps them, and thereby their managers, be more successful.

It is a manager's job to motivate employees to do their jobs well. So how do managers do this? The answer ismotivation in management, the process through which managers encourage employees to be productive and effective.

Think of what you might experience in a retail setting when a motivated cashier is processing your transaction. This type of cashier will:

• Be friendly, creating a pleasant transaction that makes you more likely to return
• Process your transaction quickly, meaning that the store can service more customers
• Suggest an additional item you would like to purchase, increasing sales for the store

In short, this employee is productive and delivers a high-quality output.