ASSIGNMENT

NO#2

EDUCATIONAL PSYCHOLOGY AND THE MANAGEMENT OF LEARNING.

CODE NO#555

Q.No1:- Human Needs.

Human needs are things that motivate a person for their satisfaction. For example
the need for food motivates a person to satisfy his hunger. However there are
many interpretations according to different psychologists.
The humanist psychologist Abarham Maslow describes special hierarchical
relationships among needs, one in which basic needs must be satisfy other needs.
He has given us a set of needs that should be satisfied accordingly.
1. Physical needs.
2. The need for competence.
3. The need to achieve.
4. The need for self - esteem.
5. Cognitive needs.
Maslow believes that unless basic physical needs are satisfied human beings will not
attend to anything else. Teachers are not concerned with these basic needs of food or
drink. However they must see that all these needs are being satisfied to function well
in other areas. There is the need for safety. It is for undisturbed work; routine or
rhythm. Then there are the cognitive needs. When they are not fulfilled there is
boredom, loss of zest, self-dislike, general depression of bodily functions, steady
deterioration of the intellectual life and tastes. According to Maslow all these needs
have further categories for example the need for competency that is of organisms
need to interact effectively in his environment and the need to achieve that gives a
boast to act further and the need for self esteem that the children should have good
opinion about themselves as compared to other companions. There are the needs
besides cognitive needs that must be satisfied. Then in cognitive needs, there is the
need to resolve conceptual conflict. It is to arrange or make things make sense or to
make them fit into logical framework.
Q.No.2:- Behavouristic and Humanistic viewpoints of motivation.
First of all there is a question, what is a motive? A motive is what causes a person to act
in a certain way. There are two types of motivations; internal and external.
The humanistic view about motivations is that learning is based on the assumptions that
people are free to make personal choices, to tarce responsibility to shape their own lives,
the educational implication is that the students control there learning process. So they
must be self motivated. In this regard Karl Rogers suggest that there is a natural
eagerness to learn. Hence there is need for internal motivation. However, behavourists
believe that people are not free in this sense, that choices and decisions are determined by
laws of human behaviour and pressures of the external environment; the educational
implication is that the teacher generally controls the learning process. In this regard B.F.
Skinner suggests that classroom environment must be carefully structured to reinforce
behaviour which indicates external motivation. Thus both of the views are quite apart
from each other.

Q-3:- Statements.
In Pakistan specifically in the field of language learning that is pain-taking work,
children severely need the rehabilitation of their physical needs. Most of children in rural
areas are not well nourished and they often come to school without any breakfast.
Educators, a school system has started the task of providing nutritious milk in this regard.
And as in rural are most of the children needing comfort in classrooms that must be from
teachers threats and civilized behaviour of students. In order to do this there must be safe
classroom environment and proper furniture besides school rules. However in urban areas
the situation is somewhat conducive for learning irrespective of physical needs.

B: - They are two points at which middle class women exhibit silly behaviour. They
may be intelligent and possess caliber but they face problems when in short of cognitive
needs that are boredom, loss of zest, self dislike, general depression, and steady
deterioration of intellectual life, of tasks etc. So they need cognitive therapy, otherwise
they will create trouble.
The second point is where the women are caught in a double bind. In testing and
other achievement-oriented situations, she worries not only about failure, but also about
success. If she fails, she is not living up to her own standards of performance; if she
succeeds, she is not living to societal expectations about the female role ----. When fear
of success conflict, with a desire to be successful, the result is an inhibition of
achievement of motivation and hence trouble-making.

C: - According to B.F.Skinner a students must have the eagerness to learn i.e. he must
be internally motivated. If he is not internally motivated he lacks zest and does not work
properly. However humanists are of the view that a teacher must have the capability to
adopt him-self, his classroom setting and his paraphernalia as to make his students
motivated. However the result is in-between. A student must have eagerness to learn as
well as good atmosphere to entice him for learning.
Q. NO 4:-
a. Conceptual conflict and cognitive dissonance are two terms for the similar
ideas. ( false)
b. Classroom discipline often proves to be negative rather then positive.
(false)
c. Realia is an important stimulus mode because of the first hand knowledge
it gives us.(true)
d. The vagueness of the course aims allows the teacher to adopt complacent
attitudes towards students repeated failure to achieve concrete results.
(true)
e. It is easier to specify objectives for creative tasks such as writing poetry
etc.(true)
f. Human interaction is the most important factor in learning.(true)
g. The humanist view of learning is based on the assumption that people are
free to make personal choices.(true)
 h. The psychological needs are the least important of all other needs.(false)
i. Writing fixes the spoken word in some degree permanence.(true)
j. Media help student in provident them with new learning stimuli. (true)

Q.NO 5 AUTHORITARIAN STYLE

In this style a teacher is all in all in the classroom. He comes in the
classroom with clear objectives, delivers his lecture and lets nobody interfere a or even
just move. He keeps a strict discipline and dead silence. This types of teachers believe
that self-control is only achieved through strict classroom control.
LAISSE FAIRE OR DEMOCRATIC CONTROL
In this style these teachers believe that people learn to govern themselves by setting and
enforcing their own limits, by a trial and error approach to self-governed. Self direction
cannot be taught, it must be ex0perienced. Some of these teachers step back and allow
students complete control, except where individual or property rights are threatened.
While some teachers believe in a gradual approach, in sharing classroom control with
students. These teachers are called participative or democratic.

In my point of view students can be disciplined and can be helped to develop self control
under all three types of classroom management. It is because a teacher has superiority of
some sort over his students. As an expert he has superior knowledge, more authority,
ability to reward or punish; and using all these resources he can maintain discipline in the
class and it may be that an authoritative teacher may not be able to maintain some sort of
discipline that a respected teacher has. And it all depends upon the teacher and his
authority as a model as what sort of personality he poses and thus emerge as an
institutionalized dominant. And in the end I shall like to refer to the classroom setting as
well. Teachers in traditional classrooms have quite different ideas as orderly behaviour,
efficient use of times, acquiring skills and acquiring knowledge. However in open
classrooms teacher have quite different priorities. They want to develop among their
students responsibility, self confidence, self direction, pride and respect for one another.
However a teacher should be aware of the style of leadership followed and the particular
problems of discipline which may arise as a result.
Q.NO.6 D ROWNTEE, EDUCATIONAL TECHNOLOGY IN CURRICULUM
DEVELOPMENT
First of all the definition of educational technology. This process of educational
technology seeks to address itself to the educational process as a whole, rather than tinker
with individual parts in uncoordinated efforts. And educationists and planners should
consider these questions as what changes in behaviour should be brought or how are we
going to tell these changes or whet learning experiences well efficiently bring about the
changes in behaviour or how are we going to assess the effectiveness.
And answers to these questions will give us a four phase sequence for the planning of
learning. These four phases are:-
1. Design objectives.
2. Design the learning.
3. Evaluate the learning.
4. Impose the learning.
And in this connection a well known educationist D.Rowntee has shown it in four phases
as above in a diagram. All these phases are encircled by constraints. Each phase helps us
to define the next , until finally, improvement well lead us back once again to the start of
the process.

1. Objectives.
a. Analysis aims. Are broader aims of the curriculum? And what are we
going to produce in the shape of students?
b. Describe students. Describe the types of students range of
backgrounds, interests, aptitudes, skills and understanding.
c. Specify objectives. In view of (a) and (b) what should be able to do as
a result of learning experience.
d. Design criterion tests. What kinds of test will we use as a criterion for
evaluation? And we shall check out the attainment of objectives per
student capability.
2. Design of learning.
a. Analyze objectives. Necessary conditions for achieving each objective.
b. Identify learning sequence. It can be identified from our analysis of
objectives.
c. Decide teaching strategy. Is it preferable to tell or show the student
how to reach his objectives?
d. Select Media/materials. The use of effective manipulation of media
and material.
e. Prepare experiences Need a detailed script or just a handout.
3. Evaluation.
a. Tryout. Check the results of your students.
b. Analyse results. To judge the effects of learning and achieving
activites.
c. Use. Then the implementation of course and its diffusion.
d. Monitor results. To make sure that students contincue to benefit.
4. Improvement.
 a. Revise. According to which objectives have been achieved and
which not, where are the strengths and weaknesses in your course?
The objectives may be over-optimistic. The learning design may be
at fault. Check back through the earlier phases identifying and
remedying.
b. Review. Some of the constraints you took account of in planning
the course or learning experience may now have changed and the
course may need updating. If so, start again at the first phase.
Advantages of this model.
1. They are useful in grasping the broad flow of events.
2. This approach in dynamic and iterative, and always leaves room
for second thought.
3. Decisions can be changed at the latter stage as well.
4. It helps in building up interaction between the teacher and the
students.
5. It is a student directed approach , that they become independent.
6. Students are taught to think not follow.
Weaknesses in the model.
1. Decision moment by moment is not easy.
2. Teachers at some stage become superfluous by enabling the
students to do their own work.
3. Every step at every moment can not be taken in order.
4. Media and material manipulation is quite tough for the novel
teacher.
Q.NO.7 Objectives are essential to the assessment process.
An objective is a description of performance we want learners to able to
exhibit before we consider them competent. And objective describes and intended results
of instruction, rather then the process of instruction itself. Thus it is claimed that
objectives are useful in providing a sound basis for the curriculum development.
1. For the selection and designing of instruction content and procedures.
2. For organizing the students own efforts and activities for the
accomplishment of important instructional intents.
3. For evaluating and assessing the success of instruction.
And here the third point where objectives help us to decide on appropriate means of
evaluation and assessment: on ways of testing the effectiveness of course---or the success
of students if we still insist at looking at it in that way. While identifying objectives we
shall have probably had tentative evaluation schemes coming into mind all the time. And
the specificity of the objectives will help to ensure that our method of evaluation is
appropriate to the skills being tested. We wont make the obvious mistakes or frequent
errors of assessing whether a student can carry out some practical task by asking him to
write a short essay describing how he would do it. A classic example of this is
encountered in driving tests, where the examiner test the candidate on the objectives of
being able to recognized and name different road signs seen while driving a car by asking
him to describe from memory the features of road signs. Remember that when we can
accurately test the strengths and weaknesses of our course, we are rally in a position to
start improving it. And that is what objectives do.
And in the last we know that tests or examinations are mileposts along the road of
learning. But unless objectives are clearly or firmly fixed in the minds of both parties, test
are misleading and assessment is quite a failure. The specification of objectives
moreover, leads us away form the more usual norm-referenced assessment to the
criterion-referenced.

Q.NO.8 Objectives help us many ways and Rowntee has enumerated four points in
which objectives are quite useful.
1. Communication.
2. Content and structure.
3. Teaching and learning.
4. Evaluation and assessment.
As we know in any teaching situation debate teaching strategy and objectives is must. As
objectives help in communication and in the selection of content and structure, they also
help us in deciding appropriate learning activities and teaching through media. For
example while teaching ceramics to a group of visual arts students, how do we decide on
the vest combination and permutation of group and individual work, explanation,
demonstration and practice, lecture, discussion and the use of package learning materials
is impossible without reference to specific objectives. Take one example from ceramics.
If the students are to be able to distinguish between the pottery of American Indian, the
Hellenic Greek, the medieval Japanese, should they learn comparing verbal description,
photographs, cine films are real photos. This depends on whether we want the students to
be able to distinguish verbally, pictorially, or in the flesh. The point is that the student
who verbal distinction between the types of pot may not be able to distinguish between
actual specimens. These are the different objectives and will be achieved through
different learning activities and media. Only if we know just what the students should be
able to do as a result of the course we can decide what experience they should have
during it.

FROM. MAZHAR ABBAS ROLL NO M 533435

133- GULSHAN PARK OPPOSITE MELAD HOUSE MANSOORA
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PRESENTED TO:
PROFESSOR SAFDAR ALI SAHIB ENGLISH DEPARTMENT.
F.C. COLLEGE LAHORE