Teaching-learning process and steps in extension teaching.

Concept of need and its

types.

Extension Teaching Process:

➢ Teaching is an integral part of extension.
➢ Extension teaching is a special type of teaching through which the behaviour of people
has to be changed, their interest has to be aroused and action promoted for their
development.
➢ Teaching : It is the process of arranging situations in which the important things to be
learned are called to the attention of the learners, their interest developed, desire
aroused, and action promoted.
➢ Learning : is the process by which an individual through one’s own efforts and abilities
changes the behaviour.
➢ Process : means a course of procedure something that occur in a series of action or
events conducting to the desired end.
Principles of Extension Teaching:
To make extension teaching effective
1. Extension Teaching Requires Specific and Clearly Defined Objectives:
a. People to be taught.
b. Behavioural changes to be developed in people.
c. Content or subject matter to bring the desired change in behaviour.
d. The life situation in which the action is going to take place.
2. Extension Teaching Requires a Suitable Learning Situation:
a. Instructor (Extension Worker)
b. Learners (Farmers, Women, Youth)
c. Subject Matter (i.e. Agriculture, Horticulture, Social Forestry)
d. Teaching Materials (Seeds, Plants, Audio-visual aids).
3. Extension Teaching Requires Effective Communication:
Extension teaching, to the effective, must take into consideration proper functioning of
the elements of communication process.
a. Communicator
b. Message
c. Channel
d. Treatment
e. Audience
Effective communication can motivate people to act.
4. Extension Teaching Requires Both Content End Method:
➢ Content means the subject matter. Method means the delivery system.
➢ Content should be relevant and method should be appropriate.
5. Extension Teaching must be Looked Upon as an Intentional Process:
➢ It should be properly planned on the basis of existing situation and available research
findings.
➢ There is no scope for haphazard thinking and action.

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6. Extension Teaching must Result in Effective Learning:
➢ The topic taught should be understood by the learners.
➢ As per the situation, combinations of teaching methods should be used to bring
maximum behavioural change among the farmers.
7. Extension Teaching Requires Careful Evaluation of Results:
➢ The changes brought about in the behaviour of people need to be assessed.
➢ Later, steps need to be taken to meet to the deficiencies identified in the process.
8. Extension teaching must accomplish certain kinds of educational changes in relation
to the subject matter taught

Steps in Extension Teaching

Extension teaching is a planned and deliberate act on the part of the extension agent.

➢ The extension worker has to move step by step in a scientific and logical way to impact
training to the clients who are farmers, farm women and rural youth.
➢ The role of the extension worker is that of a facilitator and motivator.
➢ There are some steps which are basic to extension teaching. These are presented
following by Wilson and Gallup (1955).

Steps in Extension Teaching

1. Attention: The first step in extension teaching is to make the people aware of the new ideas
and practices.
❖ The people must first know that a new idea, practice or object exists. This is the
starting point for change.
❖ Mass methods like Radio, Television, Exhibition etc. and personal contact by the
Extension workers, contact through Local Leaders are important at this stage.
2. Interest: Once the people have come to know of the new idea, the new step is to stimulate
their interest.
❖ This may be done by furnishing them more information about the topic in a way they
will be able to understand and use.
❖ It is necessary to present one idea at a time relevant to their needs.
Personal contact by the extension worker, contact through local leaders, farm
publications, radio, television etc. are important at this stage.
3. Desire: It means un-freezing the existing behaviour and motivating the people for change.

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 ❖ At this stage it is necessary to emphasize on the advantages of the new idea or
practice.Visit to demonstrations, farm publications, personal contact by the extension
worker, group discussion etc. are important at this stage.
4. Conviction: It is a stage of strong persuasion so as to convince the people about the
applicability of the new idea or practice in their own situation and that it would be beneficial
for them.
❖ Field day or Field Visit, Slide Show, personal Contact by the Extension worker and
Trainings are important at this stage.
5 Action: This is the stage of the idea or practice into operation.
❖ Small scale demonstration with supply of critical inputs may be set up in real life
situation of the individuals who come forward.
❖ This provides the opportunity of direct experience on the part of the learners. At this
stage it is necessary to collect evidence of change such as change in yield, income,
employment etc.
❖ Demonstration, personal contact by the extension worker, supply of critical inputs and
ensuring essential services are important at this stage.
6. Satisfaction: To produce lasting change, the extension efforts should produce satisfying
results.
❖ Satisfaction may come from high yield, more income, better health etc.
❖ Satisfaction reinforces learning and develops confidence, which generates motivation
for further change.
❖ To sustain the changed behaviour, it is necessary to furnish new and relevant
information about the practice on the continued basis till change in the practice itself is
felt necessary.
❖ Use of mass media, local leaders and personal contact by the extension workers are
important at this stage. Availability of critical inputs and essential services are also to
be ensured.

An effective learning Situation:

 An effective learning situation is one in which all the essential elements for promoting
learning i.e teachers, learners, subject matter ,teaching material and physical facilities,
relevant to particular situation, are present in a dynamic relationship with one another.

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  Teachers: they are the extension agents who impart training and motivate the learners.
The teacher must have: i) the knowledge of subject matter,
ii) enthusiastic,
iii). skillful in communication
iv). Good experience to use the teaching aid
v). Able to encourage the participation of people in
the programme.

 Learners : Person who want and need to learn .

Learners must be i). Interested in the subject

ii).capable of learning
iii). Have need of information offered
iv). Able to use the information one it is gained.
v). Eg. Dairy farmers who need to increase the
milk production
Subject matter: It is the content or topic of teaching that is useful to the learners. i). Pertinent
to the learner’s needs
ii). Applicable to their local needs
iii). Consistent with the objectives
iv). Challenging , satisfying & significant to the
learners.
Physical facilities:

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It means appropriate physical environment in which teaching learning can takes place. Eg.
Building, Panchayat ghar
Teaching material: These are appropriate instructional material , equipments and aids.
The teaching material should be:
i). Suitable to the subject matter
ii). Suitable to physical situations
iii). Adequate in quantity
iv). Available in time
v). Should be used skilfully.

Function of Extension: The function of extension is to bring about desirable changes in

human behaviour by means of education.

➢ Changes may be brought about in their knowledge, skill, attitude, understanding, goals,
action and confidence.

i). Change in knowledge means change in what people know.

❖ For example, farmers who did not know of a recent HYV crop came to know of it
through participation in extension programmes.

ii). Change in skill is change in the technique of doing things.

❖ The farmers learnt the technique of growing the HYV crop which they did not know
earlier.

iii). Change in attitude involves change in the feeling or reaction towards certain things.

❖ The farmers developed a favourable attitude towards the HYV crop.

iv). Change in understanding means change in comprehension.

❖ The farmers realized the importance of the HYV crop in their farming system and the
extent to which it was economically profitable and desirable, in comparison to the
existing crop variety.

v). Change in goal is the distance in any given direction one is expected to go during a
given period of time.

❖ The extent to which the farmers raised their goal in crop production, say, increasing
crop yield in a particular season by five quintals per hectare by cultivating the HYV
crop.

vi). Change in action : means change in performance or doing things.

❖ The farmers who did not cultivate the HYV crop earlier cultivated it.

vii). Change in confidence: involves change in self-reliance.

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 ❖ Farmers felt sure that they have the ability of raising crop yield.

➢ To bring desirable change in behaviour is the crucial function of extension.

➢ For this purpose the extension personnel shall continuously seek new information to
make extension work more effective.

➢ The farmers and homemakers also on their own initiative shall continuously seek means
of improving their farm and home. The task is difficult because millions of farm
families with little education, scattered in large areas with their own beliefs, values,
attitudes, resources and constraints are pursuing diverse enterprises.

Dimensions of Extension Education:

The term ‘Dimensions’ denotes size, scope and magnitude of something.

• Dimensions of extension help in understanding extension.

• Every dimension has an input for extension professionals for practice and developing
it as a discipline.

1). Altruistic Dimension:

➢ Altruism concerns about being kind hearted to others. Its not that we need to show
sympathy. But we need to empathize the issue.

➢ An altruist never be self centric rather he is philanthropic.

➢ Extension as a concept believes in being philanthropic and altruistic.

2). Educational Dimension:

Education is the process of bringing desirable changes in the behavior. Whether it is through
formal education, informal education or non-formal education.

• Essentially extension education is non-formal in nature. Ultimate goal of educational

dimension is bringing changes in knowledge, skill and attitude of people so that their
mental horizon is broadened.

3). Communication Dimension:

➢ Communication is the process of exchange of ideas, facts feelings between two or more
people so that commonness can be established among them about the issue under
discussion.

➢ Hence we say that communication should be consequential, persistent, smart and direct.

➢ The success of communication is determined by the performance of elements of

communication in a satisfactory/faithful manner.

4). Behavioural Dimension:

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 ➢ The behavioural dimension has direct relationship with the educational dimension.

➢ Behaviour changes only through education, may it be formal, informal or non-formal.

➢ For all developmental initiatives positive change in behaviour is the basic.

5). Technology Dimension:

➢ In Indian context extension has been understood as the process of transfer of

technology. Hence the inseparable part of extension process is “Technology”.

➢ The second aspect is adopting suitable methods to take it to the target community.

➢ Extension provides methodological support.and the next dimension we are going to

discuss i.e. research dimension is going to provide technological inputs.

6). Research dimension:

➢ Research and extension processes are complimentary to each other.

➢ The outcomes of research gets meaning only when it is applied somewhere. If it is not
having any application then it’s a futile exercise.

➢ Veterinary & Animal Husbandry Extension Education is applied service in nature.

➢ Hence the outcomes of research are applied in nature. Applied research emphasizes on
feedback from the receivers.

➢ Objective of extension : “To disseminate research information of economic and

practical importance in a way people would be able to understand and use”

7). Inputs Dimensions:

➢ When there is change in technology there is need for inputs.

➢ The latest technologies are more input intensive.

➢ For every production process/enterprise there is need for various types of inputs.

➢ So there is requirement for both tangible and intangible inputs.

8). Professional Dimension:

➢ Like other professionals, extension professionals are providing the service. Like other
professions, extension profession also has the potential of providing livelihoods to the
people who accept it as profession.

➢ The discipline of extension has its own subject matter to study, areas to conduct
research, academic programmes to teach formally and non-formally.

➢ Hence it is a well established profession. Only thing is needs to understand it.

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9). Income Dimension:

➢ There will be change income only when the advice delivered should include innovation.

➢ As it is evident from earlier dimensions of extension that we are using research,

technology and inputs, then the income is bound to follow.

➢ If income dimension is not achieved, something is wrong somewhere.

10). Management Dimension:

➢ The concept of management can better be understood by dividing the term into three
parts.

➢ First one ‘manage’ (Management aspect), second ‘men’ (Human resources) and third
‘Technically’ (Technological and technical aspects).

➢ Samanta (1992) defined management of extension as the process by which people,

technology, job tasks and other resources are combined and coordinated so as to
effectively achieve extension objectives for agricultural and animal husbandry
development.

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