TNTEU · B.Ed · BD1TL · Last-Hour Revision
Every unit boiled down to the exam essentials. Read top to bottom; the suggested clock is below.
Learning = a relatively permanent change in behaviour brought about by experience/practice — not maturation, fatigue, illness or drugs.
DefinitionsGates — "modification of behaviour through experience & training" · Skinner — "progressive behaviour adaptation" · Woodworth · Crow & Crow.
Thorndike's LawsReadiness · Exercise (use & disuse) · Effect (satisfying vs annoying).
Rote vs Meaningful (Ausubel) — rote = memorising, soon forgotten; meaningful = linked to cognitive structure, retained & transferable.
TeachingArrangement of situations/interaction to bring about learning — B.O. Smith "a system of actions intended to produce learning"; Amidon "a process of interaction". Tripolar: teacher–pupil–content.
Maximsknown→unknown · simple→complex · concrete→abstract · particular→general · whole→part · psychological→logical.
Diverse classroom = learners differ in ability, SES, language, culture, religion, gender, learning styles & special needs.
Teaching in diversitydifferentiated instruction · inclusive & culturally-responsive teaching · UDL (Universal Design for Learning) · cooperative/peer learning · flexible grouping · remedial teaching · multiple intelligences.
Managing diversitypositive inclusive climate · clear rules & routines · equity · conflict resolution · multilingual sensitivity.
In school = formal, planned, curriculum-based, graded, teacher-guided. Out of school = informal/incidental — family, peers, community, media, nature, work; lifelong & unstructured.
Community as a learning resource; experiential learning & field trips bridge the two.
BehaviouralLearning = change in observable behaviour via stimulus–response & reinforcement.
Constructivism = learners actively construct their own knowledge from experience; not passive transmission. Teacher = facilitator/guide.
Cognitive (Piaget) — knowledge built individually via assimilation/accommodation.
Social (Vygotsky) — built through social interaction; ZPD = gap between doing alone vs with help; scaffolding; MKO; role of language & culture.
Constructivist pedagogy5E (Engage · Explore · Explain · Elaborate · Evaluate) · inquiry-based · problem-based · project method · collaborative learning · concept mapping.
Learner-centredactive participation · teacher as facilitator · understanding not rote · autonomy · assessment for learning. Motivation: intrinsic vs extrinsic.
Model of teaching (Joyce & Weil) = a plan/pattern to design instruction. 6 elements: Focus · Syntax · Social system · Principles of reaction · Support system · Instructional & Nurturant effects.
Four familiesInformation-Processing · Social · Personal · Behavioural. E.g. Concept Attainment (Bruner), Advance Organiser (Ausubel), Inquiry Training (Suchman).
Phases: Pre-active (planning) · Inter-active (execution) · Post-active (evaluation). Levels: Memory (Herbart) · Understanding (Morrison) · Reflective (Hunt).
Micro-teaching (Stanford, 1963, Allen & Ryan) — one skill, 5–10 min, 5–10 pupils. Cycle: Plan→Teach→Feedback→Re-plan→Re-teach→Re-feedback.
Teaching as a profession — specialised knowledge, long training, code of ethics, service motive, autonomy; CPD & reflective practice, ICT competence, accountability.
| Item | Number | Detail |
|---|---|---|
| Piaget's stages | 4 | Sensorimotor (0–2) · Pre-operational (2–7) · Concrete operational (7–11) · Formal operational (11+) |
| Micro-teaching | 5–10 min | One skill, small group of 5–10 pupils; Plan–Teach–Feedback cycle |
| Bloom's cognitive levels | 6 | Knowledge · Comprehension · Application · Analysis · Synthesis · Evaluation (1956) |
| Bloom revised (2001) | 6 | Remember · Understand · Apply · Analyse · Evaluate · Create (Anderson & Krathwohl) |
| Phases of teaching | 3 | Pre-active · Inter-active · Post-active |
| Model of teaching | 4 & 6 | 4 families (Info-Processing, Social, Personal, Behavioural) · 6 elements/fundamentals |