THE CONCEPTS OF TEACHING AND LEARNING:

DEFINITION ,THEORIES , RELATIONSHIP

Presenter: Yuvasri . H
Moderator : Mr . Saravanan
sir
 TEACHING- DEFINITIONS
• The teaching-learning process is the heart of education. It is the
most powerful instrument of education to bring about desired
changes in the students.
• Teaching is the science as well as art. The art of teaching is being
able to choose correct techniques at the right time.
• Teaching can be defined as the purposeful direction and
management of the learning process. Teaching is not giving
knowledge or skills to students; teaching is the process of providing
opportunities for students to produce relatively permanent change
through the engagement in experiences provided by the teacher.
MEANING OF TEACHING

education

Teaching research

Contributio
Learning n to
knowledge
 MEANING OF TEACHING
“Knowledge is the piling up of facts ;wisdom lies in their
simplification”

Education institutions have two core processes, namely teaching

and research. The output of teaching is learning and output of
research is a contribution to knowledge.
Teaching is establishing harmonious relationships between the
educator, learner and the curriculum or subject matter.
 MAXIMS OF TEACHING
Maxims of teaching are accepted truth or general rule of the
conduct or the laws which are essential to be followed by the
teacher while teaching: the maxims include
• Proceed from known to unknown
• Proceed from concrete to abstract
• Proceed from simple to complex
• Proceed from easy to more difficult
• Proceed inductively
• Proceed from general to specific
• Proceed from definite to indefinite
 LEARNING
• Learning is said to be equivalent to change,
modification, development and improvement and
adjustment.

• Efficiency of learning can be measured by three

factors,
1. ACCURACY : How accurately do learners remember?
2. SPEED : How soon do leaners remembers?
3. RETENTION : How long do learners remember?
 LEARNING
NATURE OF LEARNING:
Some of the significant views about the nature of learning are as follows:
Behaviorist: Learning is a change in behaviour as a result of experience. Men
and other living beings react to the environment.
Gestalt view: According to this view, learning depends on gestalt or
configuration( the wholeness of the situation)
Hormic view: This view was developed by Mc Dougall. It stresses on the
purposeful nature of learning, i.e learning is a goal- directed activity
Trial and Error view: This view was put forward by thorndike. He conducted
many experiments on dogs,cats and fish and concluded that most learning
taked by trial and error.
 STEPS IN LEARNING
• Learning is the process which involves a series of steps

Motive of the learner

Establishing goal

Teacher- student
adjustment

Change in the student’s

behaviour

Fixation or stabilization
of behaviour
 STEPS OF LEARNING
• MOTIVE OF THE LEARNER : Motive or need arises first. Motive is the force that
impinges or complete the individual to behave or react or do a particular task.
• ESTABLISHMENT GOAL : If a motive or needs is present, the goal is set up by the
teacher and learner.
• TEACHER- STUDENT ADJUSTMENT : Adjustment on the part of students and
teacher to each other and the environment.
• CHANGE IN THE STUDENT’s BEHAVIOUR: During this phase, inappropriate
behaviours are dropped and new behaviours are acquired by the student. Changes
in behaviour in an individual take place after due interaction of the student .
• FIXATION OR STABILIZATION OF BEHAVIOUR: Later on the changes in the
behaviour of the learner acquainted are expected to be fixed and stabilized for
performance.
 THEORIES OF LEARNING
• Learning is a permanent change in behaviour due to experience or training.
Learning can be defined as the adaptation of behaviour through practice,
training or experience. There are five theories which explain how learning
occurs. They are;

 BEHAVIORISM THEORY
 COGNITIVE THEORY
 SOCIAL LEARNING THEORY
 CONSTRUCVITISM
 HUMANIST
 THEORIES OF LEARNING
1.BEHAVIOURISM THEORY : Behaviour theorists define learning as nothing
more than the acquisition of new behaviour. Behaviourists maintain that all
people have key instincts that drive them towards action. This can be factors
such as hunger, the need for sleep or thirst. When people experience these
drivers they act in particular ways to overcome their desires .This concept can
be applied to teachers can reinforce the positive behaviour of their learners by
rewarded them. The idea is that after being rewarded, the learner will repeat
the actions and thereby establish a suitable means of learning. ( SOTTO 2007).
CLASSIC CONDITIONING
BEHAVIOURAL OR OPERANT CONDITIONING
 1.BEHAVIORISM THEORY
CLASSIC CONDITIONING : occurs when a natural reflex responds
to a stimulus. The most popular example is Pavlov’s observation that
dogs salivate when they eat or even see food. Essentially, animals
and people are biologically ‘wired’ so that a certain stimulus will
produce a specific response.
BEHAVIOUR OR OPERANT CONDITIONING : occurs when a
response to a stimulus is reinforced. Basically, operant conditioning
is a simple feedback system: If a reward or reinforcement follows
the response to a stimulus, then the response will become more
probable in the future. For example: leading behaviourist B.F
SKINNER used reinforcement techniques teach pigeons to dance.
BEHAVIORISM THEORY
Classical conditioning

STIMULUS

RESPONSE
 APPLICATION OF BEHAVIORAL THEORY OF LEARNING
• Applying classical conditioning in the classroom :
The key element in the classical
conditioning is “ASSOCIATION”
 Use attractive learning aids
Decorate the classrooms
Encourage students to work in small groups for difficult learning tasks
Greet the students and smile at them, whenever the teachers enters the
classroom
Inform the students clearly and specifically the format of quizzes, tests, and
examinations .
Make the students understand the rules of the classrooms
Give ample time to students for preparing and completing the learning tasks.
 APPLICATION OF BEHAVIORAL THEORY OF LEARNING
• Applying behaviour or operant conditioning in the class room:
Reinforcement and punishment are the 2 main concepts in operate
conditioning.
Recognize and reinforce
Use attractive learning aids
Decorate the classrooms
Encourage students to work in small groups for difficult learning tasks
Greet the students and smile at the them when he comes to the classroom
Inform the students clearly and specifically the format of quizzes ,tests , and
examinations.
 2.COGNITIVE THEORY OF LEARNING
INFORMATION PROCESSING MODEL OF HUMAN BEING

Sensory memory Short-term Encoding

Sensory Input

memory (STM) Long-term

Temporary memory(LTM)
Visual Selection
attention working
Auditory memory Decodin
Pattern
Tactile recognitio g
n
Rehearsal
chunking

Responses
 APPLICATION OF COGNITIVE THEORY OF LEARNING IN THE
CLASSROOM
• Teachers can assess why students succeed or fall at
the tasks that the teacher assigns
• Creation of conductive environment for students which
will help in better learning
• Encourage students to expend input on schoolwork and
to value the achievement
• Teachers should emphasize on evaluation their success
and failures.
3.SOCIAL LEARNING THEORY( OBSERVATION LEARNING)
ATTENTION
Paying attention to the model is a condition for learning

RETENTION
Remembering what the model did is a condition for imitating the model’s behaviour

REPRODUCTION
People must have the capacity ( e. g. Skills ) for imitating the behaviour

MOTIVATION
People must be motivated to imitate behaviour
(e.g. importance of reward or model)
 APPLICATION OF SOCIAL LEARNING THEORY OF LEARNING IN THE
CLASSROOM
Social modeling is a very powerful method of education. If children see positive
consequences from a particular type of behaviour , they are more likely to repeat
that behaviour themselves.
Conversely, if negative consequences are the result, they are less likely to
perform that behaviour.
Innovative content often capture students attention, and can stand out in the
memory. Students are more motivated to pay attention, if they see others around
them paying attention.
The social learning theory focuses on how people learn by observing and
imitating others.
 APPLICATION OF SOCIAL LEARNING THEORY OF LEARNING IN THE
CLASSROOM

To motivate learning using this approach, a teacher may ;

 Use high- achieving and successful peers as models
 Model positive behaviours himself
 Use vicarious reinforcement, that make sure students see that
positive behaviours will lead to positive consequences
 Demonstrate and teach good behaviours.
 4.CONSTRUCTIVISM LEARNING THEORY
• Constructivism learning environments offer the potential for locating learning
in the context of real life situations and problems. They offer rationale for
curriculum integration that connects learning to the workplace.

Discover the main idea

Derive the details

CONSTRUCTIVISM LEARNING THEORY

MAIN IDEA

CONCEPTS

SUPPORTING DETAILS
 5.HUMANIST THEORY OF LEARNING

• Humanism is approach that believes learning as a personal act

to fulfil one’s potential.it focuses on the human freedom ,dignity
, and potential.
• Humanism believe that it is necessary to study the person as a
whole, especially as an individual grows and develops over
lifespan. It follows that the study of the self, motivation and
goals are areas of particular interest.
• In humanism, learning is student centered and personalized,
and education role is that of a facilitator.
 RELATIONSHIP BETWEEN TEACHING AND LEARNING
• Teaching as an activity does not exist or atleast it is meaningless to think
about it in isolation.
• There is always an interaction between the three main components may be
represented through three points of a triangle of varying configuration.
 SUBJECT DOMINANT MODEL

Subject

Teach
er

Learne
r
 SUBJECT DOMINANT MODEL OR TRADITIONAL
MODEL

Subject is at the top indicating that it determines the

structure of the teacher and learner relationship, but the
teacher comes next – the subordinate of the subject, but
master of the learner. This approach is consistent with
cognitive approaches to learning.
 TEACHER DOMINANT MODEL

Teache
r

Subject

Learner
 TEACHER DOMINANT MODEL
The teacher is clearly in the dominant position, managing the
relationship between the subject and the learner. Socially, either
the interests of the learner or the demands of the subject or both
may be subordinated to the requirements of the teacher.
 SUPERVISED ADVANCED STUDIES

Learner Subject

Teacher
 SUPERVISED ADVANCED STUDIES
• In this model , the relationship between learner and
subject is close and the two in a dominant position.
• The role of the teacher is simply to provide a service to
the learner’s work with the subject.
THANK
YOU