B.Ed. (Learning Disability) (LD) Learning Teaching and Assessment Syllabus - Mumbai University

Introduction

• This Course will initiate teacher Trainees to understand learning theories and as these translate into teaching and learning actions. Assessment of learning as a continuous process is also focused. The course also needs to focus on the PwD as Learner and their special education needs that teacher needs to address in diverse education settings.

Objectives

After completing this course the student will be able to:

• Comprehend the theories of learning and intelligence and their applications for teaching children
• Analyse the learning process, nature and theory of motivation
• Describe the stages of teaching and learning and the role of teacher
• Situate self in the teaching learning process
• Analyze the scope and role of assessment in teaching learning process in order to introduce dynamic assessment scheme for educational set up towards enhanced learning.

Module 1: Human Learning and Intelligence with implications on classroom Teaching and Learning

• 1.1 Human learning: Meaning, definition and concept formation
• 1.2 Learning theories:
• – Behaviourism: Skinner, Thorndike
• – Cognitivism: Piaget, Kohlberg
• – Social Constructism: Vygotsky, Bandura
• 1.3 Intelligence: Concept and definition
• 1.4 Theories: Two-factor, Multifactor, Triarchic Theory (Robert Steinberg)
• 1.5 Creativity: Concept, Definition and Characteristics

Module 2: Learning Process and Motivation

• 2.1 Sensation: Definition and Sensory Process
• 2.2 Attention: Definition and Affecting Factors
• 2.3 Perception: Definition and Types
• 2.4 Memory, Thinking, and Problem Solving
• 2.5 Motivation: Nature, Definition and Maslow’s Theory

Module 3: Teaching Learning Process

• 3.1 Maxims of Teaching
• 3.2 Stages of Teaching: Plan, Implement, Evaluate, Reflect
• 3.3 Stages of Learning: Acquisition, Maintenance, Generalization
• 3.4 Learning Environment: Psychological and Physical
• 3.5 Leadership Role of Teacher in Classroom, School and Community

Module 4: Overview of Assessment and School System

• 4.1 Assessment: conventional meaning and constructivist perspective 4.2 ‘Assessment of Learning’ and ‘Assessment for Learning’: Meaning and difference
• 4.3 Curriculum Based Measurement
• 4.4 Formative and summative evaluation,
• 4.5 Understanding key concepts in school evaluation: filtering learners, marks, credit, grading, choice, alternate certifications, transparency, internal-external proportion, improvement option

Module 5: Assessment: Strategies and Practices

• 5.1 Strategies: (Oral, written, portfolio, observation, project, presentation, group discussion, open book test, surprise test. untimed test, team test, records of learning landmark, cloze set/open set and other innovative measures) Meaning and procedure
• 5.2 Typology and levels of assessment items: open ended and cloze ended; direct, indirect, inferential level
• 5.3 Assessment of diverse learners: Exemptions, concessions, adaptations and accommodations
• 5.4 School examinations: Critical review of current examination practices and their assumptions about learning and development
• 5.5 Efforts for exam reforms: Comprehensive and Continuous Evaluation (CCE), NCF (2005) and RTE (2009)

TRANSACTIONS

• Understanding most of the concepts introduced through this course is essential for any classroom teacher. Hence, curriculum transactions may involve lectures with adequate explanations and examples with reference to Indian context. Class discussions must follow theoretical introductions so that the student teachers are able to link this knowledge with whatever observations and reflections they are making in schools. Suggested library readings prior to the lecture will help student teachers to get familiarized with the notions and appropriate terms. Evaluations must focus on understanding the concepts and processes with reference to students with and without special needs.

Hands on Experience for notional hours: (ANY TWO) 30 Hrs 10 Marks

• 1 Preparation of Self study report on individual differences among learners
• 2 Prepare a leaflet for parents on better emotional management of children
• 3 Compilation of 3 CBM tools from web search in any one school subject
• 4 Study recent ASAR report to understand school independent assessment. Submit reflections.

Essential Readings

• Amin, A. Assessment of Cognitive Development of Elementary School Children A Psychometric Approach Jain Book Agency 2002
• Panch, R. (2013). Educational Psychology: Teaching and Learning PerspectivesMcGraw Hill Education (India) Private Limited
• Misra, G., Jha, A., & Woolfolk, A.(2012). Fundamentals of Educational Psychology11thedn Pearson Publication
• Whitcomb, S. and Merrell, K.W.(2012). Behavioral, Social, and Emotional Assessment of Children and AdolescentsRoutledge 4thedn.
• Chauhan, S.S.(2013). Advanced Educational Psychology. Jain Book Agency, Delhi
• Salvia, John, Ysseldyke, James, E. And Bolt, Sara. (2007). Assessment in Special and Inclusive Education. Houghton Mifflin Company, Boston.
• King-Sears, E. Margaret. (1994). Curriculum Based Assessment in Special Education. Singular Publishing Group
• Paul, P.(2009). Language and deafness. Singular publication

Suggested Reading

• Geisinger, K.F. (2013) APA Handbook of Testing and Assessment in Psychology. Available at American Psychological Association, USA
• Howell, Kenneth W., (2000). Curriculum Based Evaluation. (3 rd Ed). WordswortThompson Learning.
• McMillan, James H. (2001). Classroom Assessment: Principles and Practice for Effective Instruction. Allyn and Bacon, London.
• Nevo, David. (1995). School based Evaluation. Pergramon Publishing
• Salvia, J. (1998). Assessment. (7th ed) Boston:Houghton Mifflin
• Guskey, T. R. & Bailey. J (2000). Grading and Reporting. Thousnad Oaks,CA: corwin King-
• Howell, Kenneth, W. & Nolet Victor (2000). Curriculum based Evaluation (3rd ed.). Wadsworth Thomson Learning.