Management and Staff members of  GHG Khalsa College of Education  with NAAC Peer Team 

B.F Skinner. Teaching machine and programmed learning

Teaching Machine

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M.Ed. ET Syllabus 2015-17

PAPER: II COURSE CODE: C14-EDT-III

COURSE TITLE: Educational Technology and ICT-III

                              Credits = 4,   Total Marks = 100 (External = 70 Internal= 30)

NOTE: Examiner will set 9 questions, two from each unit and one question (Question No.9) covering the entire syllabus will consist of four short answer type questions. Students are required to attempt five questions in all, selecting one question from each unit and Question No. 9 which is compulsory. All questions carry equal marks. Duration of external examination will be three hours.

COURSE CONTENT

Unit-I

a) Educational Technology: Concept, Nature and scope of educational technology in India.

b) Historical perspective of Educational Technology. Types of Educational Technology.

c) Recent trends in Educational Technology. Major institutions of Educational Technology in India: CIET, EMRC, CEC.

Unit-II

a) Teaching: Concept, variables, phases and levels of teaching.

b) Models of Teaching: Basic teaching model, Concept Attainment model and Advance

Organizer Model.

c) Teacher Training Techniques: Microteaching, Teaching skills, Skill of stimulus variation, introducing the lesson, reinforcement and probing question. Flanders Interaction Analysis.

Unit-III

a) Programmed Instruction: Concept, theoretical rationale, principle and styles of programmed instruction.

b) Development of a linear programme.

c) Print and electronic media in education: concept, Characteristics, selection of media.

EDUSAT. Media in Distance Education, MOOCS

Unit-IV

a) Communication: Concept of communication, process, principles and barriers of Communication.

b) Information and Communication Technology (ICT): concept, need, advantages and barriers to expansion of Information and Communication Technology.

c) Computer assisted instruction, e-learning, online learning and m-learning.

Practical:

1. Power-point presentation (at least 20 slides)

2. Development of a linear programme (50 frames).

Models based Lesson Plan

Sample of Taba’s Inductive Thinking Based lesson Plan on Transportation

by 

Dr. Pargat Singh Garcha

Subject: Science/Social Science                                                  Class: 6^th                            

Topic:  Transportation                                                            Date: July 20, 2016

Methodology: Inductive Thinking                                               Time: 40-50 minutes           

      

·         Aim:

1.    Students will utilize scientific processes for concept formation.

2.    Students will develop logical thinking.

·         Expected Behavioral Objectives:

     At the end of the lesson, the students will be able to:

1.    Enlist different examples of transport.

2.    Classify different ways of transport.

3.    Label groups on the basis of the common attributes of different examples.

4.    Define the types of transport by writing their basic characteristics.

5.    Generate more examples of different types of transport.

·         Subject Content

Transportation 

·         Resources :

Teacher-made notes, Whiteboard, marker, visual aid, Data set

Presentation:

Strategy 2: Concept Formation

	Teacher Activity	Student Activity
Phase1: Listing	Step 1: Development (Brainstorming session) Teacher asks the students to open note books and write names of different Ways in which people use to transport themselves from one place to another?	Students will prepare a list of various ways of transport on Paper through this Brainstorming session. Possible list may be (Auto, Truck, Airplane, bus, Jets, Horse, Camel, Ship,  Skateboards, Boats of all kinds, raft, Cable cars innertubes, bicycle, Cars, Van, Helicopter, Rockets)
Phase 2 : Grouping	Step 2 * Teacher will say, Wow, we have a lot of different types of transport up here. Are there any that you see that can go together? What is common in the different examples in this list?	*Students try to categorize their triangles into groups based on some similarities. Possible lists can be  (Trains, Cars, truck, bus, van, motorcycle)  (Skates, Skateboards, bicycle, animals)  (Airplane, Jet, helicopter, Rockets.)  (Ship, Boats of all kinds, raft, innertube)
Phase 3: Labeling	Step 3 Teacher asks students to label the categories they made. Create a sample group together as a class. Talk about why they can be considered a group and then create a name for the group.	Students try to find appropriate labels for the different ways of transportation they constructed in step 1 of the lesson. Common groups that the students can Label are: Air Transport, animals, Things that have wheels, Motor Vehicles, Things that fly, Things without motors, Water transportation, Things with wheels and Track vehicle etc.
Data Collection (data retrieval chart)	Step 4 (student-centered activity) Teacher at this stage motivates students to reframe their labels with correction in categories, Final labels they will put in the data Chart.	Students can revise their lists and re-group under the labels discussed with teacher. Like Land Transport, Air Transport, Water Transport etc.

Strategy 2: Interpretation of Data

	Teacher Activity	Student Activity
Phase 4 and 5: Identify and explain dimensions and relationships	Teacher asks the students to mention the basis on which they have categorized the transport. What similarities do you see in various groups? What are the points of distinction among these groups? Are there any transport which fit into two groups?	Students verbalize their observations and may give answers like- Transport can be categorized mainly on the basis of their structure, where it is used etc.
Phase 6: Make Inferences	Teacher helps the students to define the various types of transport on the basis of different characteristics.	Students will make inferences with the guidance of the teacher Land Transport: This is a land transport because it move along the surface of the land to move from point A to Point B. Water Transport: These are sea vehicle because it moves from point a to point b over/under/through the water. Air Transport:  These vehicles stays off of the ground as it moves from point a to point b.

Strategy 3: Application of Principle

	Teacher Activity	Student Activity
Phase 7 Prediction	Teacher will ask the students to counter check the characteristics enlisted for each category of transport. For example – what would happen if the motor vehicles will be replaced with Camels in your city? What would happen if the camels will be replaced with motor vehicles in deserts ?	Students ponder over the idea and hypothise the possibilities.
Phase 8 and 9: Explain, Support and verify  Prediction	Teacher asks the students to verify the answer by supporting your answer. Teacher asks to verify the characteristics of the other groups also.	Students try to think and find out that there may be many problems in todays society by changing these modes. Students can conclude each mode has its relevance in particular condition.

Testing/Evaluation:

Write name for each of the transports.

Assignment

·         Categorize various types of transports and write merits and demerits of each type of transportation.

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