LESSON PLAN STEPS (HERBARTIAN APPROACH)

LESSON PLAN
Introduction
A lesson plan is the systematic preparation done in a scientific manner. Effective and successful
teaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant
for a class period. Generally a lesson plan is teachers mental and emotional visualization of classroom
activities.
Definition
Lesson plan is the title given to a statement of the achievement to be realized and the specific
means by which these are to be attained as a result of the activities engaged in during the period.
Bossing
aily lesson planning involves defining the ob!ectives" selecting and arranging the sub!ect matter
and determining the method and procedure.
Binging and Binging
#tands $ A lesson is A plan of action
Needs of Lesson Planning
%he lesson plan does not allow the teacher to deviate and its &eep him on the way. 'n the process of
teaching" lesson plan is needed due to the following reasons.
i. %hrough lesson plan" the teacher regularly achieves the teaching ob!ectives and process in the
form of comple( ob!ectives and processes.
ii. A lesson plan develops the possibilities of ad!ustment in the classroom situation which ma&es
the teaching effective.
iii. A lesson plan helps in calling every step of curriculum unit.
iv. A lesson plan helps in planning the process of teaching on the basis of class control" motivation
and individual differences.
IPORTANCE O! LESSON PLAN
)lanning is essential for every aspect of human activities" but for a planned teaching more planning
is re*uired.
"# Suita$le En%iron&ent
'n a lesson plan ob!ectives are fi(ed and the teaching strategies" techni*ues and material aid etc. are
decided beforehand. +hen a proper teaching environment is created" the teaching tas& goes in a much
planned way.
'# Based on (re%ious )no*ledge
'n preparing lesson plans" the teacher presents new &nowledge as the basis of previous &nowledge
of the pupils. %his enables the pupils to gain the &nowledge very conveniently on one side" the teacher
succeeds in ac*uiring his ob!ective on the other side.
+# Ps,c-ological teac-ing
%he teacher uses proper teaching strategies" techni*ues and instruments &eeping in mind the
interests" aptitudes" needs" capacities and abilities of the pupils for teaching them when the lesson plans are
prepared. %his ma&es the teaching more psychological.
.# Li&itation of su$/ect &atter
'n a lesson plan" the sub!ect matter becomes limited. %his enables the teacher to give up irrelevant
things. ,e only remembers definite and limited matter and its presentation before the pupils become easy.
%he pupils also receive the &nowledge in a systematic and organized way.
0# Deter&ination of acti%ities
'n a lesson plan" the teachers and pupils activities are pre-decided according to the class level. %his
ma&es the teaching activities meaningful and purposeful.
1# Pre(aration of &aterial aids
At the time of preparing a lesson plan" the teacher decides what facts are to be clarified by what
strategies" techni*ues and instruments and what aid is to be used at what time. %his prepares the necessary
and effective aids before starting the teaching tas&.
2# De%elo(ing of teac-ing s)ill
%he lesson plan acts as an important means for developing teaching s&ills in the pupil-teacher.
3# 4se of T-eoretical )no*ledge
+hatever the pupil-teachers get theoretical &nowledge during their training period" that &nowledge.
5# Teac-ing *it- confidence
%he preparation of a lesson plan ma&es the sub!ect and other allied sub!ects more clearly to the
teachers. %his arouses self confidence among them. +hen a teacher gets developed the feeling of self-
confidence" then he presents the new &nowledge to the pupils with more enthusiasm and pleasure.
"6# Disci(line in class
.y preparing lesson plan" the teacher becomes aware of what" when and how much is to be done in
the class. %his absorbs all the pupils in their respective tas&s. ,ence" it results in appreciable classroom
discipline.
""# Ti&e sense
Lesson plan is prepared allotting to the duration of the periods.
"'# Teac-ing fro& &e&or, le%el to reflecti%e le%el
'n an ideal lesson plan" development and thought provo&ing *uestions should be as&ed. Also there
should be an effort to stretch the teaching from memory level to reflective level.
CHARACTERISTICS O! 7OOD LESSON PLAN
"# O$/ecti%e $ased
%he lesson plan must be based on one or the other ob!ective. +hile writing this" ob!ectives should
be written and defined clearly because its main ob!ective is to achieve some goal.
'# Decision a$out a((ro(riate &aterial aids
%he material aid an important means of the teacher. ,ence correct decision regarding the charts"
graphs" pictures" diagrams and maps should be ta&en while preparing ideal lesson plan and these should be
mar&ed at proper places which a teacher is to use them while teaching.
+# Based (re%ious )no*ledge
An ideal lesson plan should be based on the previous &nowledge of the pupils. %his will avoid
difficulty in ac*uiring new &nowledge by the pupils.
.# Di%ision of lesson (lan in units
Lessons are of three types /a0 &nowledge lesson /b0 s&ill lesson /c0 appreciation lesson. 'n an ideal
lesson plan all the relevant steps of these three types of lesson plan should be determined. Each lesson
should be divided into suitable units so that the pupils may understand the lesson gradually.
0# Si&(licit, of acti%ities
'n an ideal lesson plan" the simplicity of the lesson plan and clarity of thoughts should be according
to the mental level of the pupils.
1# Deter&ination of acti%ities
'n an ideal lesson plan" the activities of a teacher and the pupils should be determined before-hand.
2# Ho&e *or)
%here should a provision of home wor& in an ideal lesson plan. %his will enable the pupils to learn
the appreciation of the ac*uired &nowledge.
3# Self8e%aluation
A good lesson plan must have a suitable plan for self-criticism. %he teacher should put some
*uestions to him and find out the answer and there by !udge the effectiveness of the lesson writing.
5# 4se of illustration
E(amples should be used which have relevance with the daily life of the peoples.
"6# 4se of $lac)$oard
%he blac&board summary of each and every unit should be written on the blac&board.
%his approach generally &nown as ,erbartian five steps approach in the procedure of the ,erbartian
#chool of propagated byJ.F.Herbart /1223-14510 and his followers.
%he formal steps involved in the approach as below
i. 'ntroduction 6 7otivation
ii. )resentation
iii. 8omparison and association
iv. Generalization
v. Application
vi. 9ecapitulation
Introduction 9 oti%ation
%his step is concerned with the tas& of preparing the students for receiving new &nowledge. 'n
preparation" nothing new is taught to students. 9elevant to the topic in hand he teacher should ma&e himself
sure of what the pupils already &now" by putting a few *uestions" based on the pupils previous &nowledge.
'n general" with the help of this step" the teacher can chec& the students entering behavior before he starts
teaching the lesson. %hus" testing previous &nowledge" developing interest in the minds of students and
maintaining curiosity of the students can be achieved with the help of this step.
%he following activities involved in this step
: %he assumption about the previous &nowledge of the students in relevance to the lesson
: %he testing of the previous &nowledge
: ;tilizing the previous &nowledge for introducing the lesson
: 7otivating the students for studying the present lesson
Presentation
't is the &ey step and only through which the actual process of teaching is going to ta&e place. ,ere
the aims of the lesson should be stated clearly and the heading should be written on the blac&board. +e
have to provide situation for both the teacher and the students to participate in the process of teaching and
learning. <ur ultimate aim of the presentation is to ma&e the concepts understandable to the students.
%herefore simple language is used. Appropriate and specific e(amples and illustrations of the concepts will
ma&e the understanding better. %he interest of the students on the sub!ect matter should be maintained
continuously by the way of as&ing *uestions from time to time in this stage. %he teacher should carefully
and s&illfully arrange his material so that his pupils may clearly and readily grasp it. %he teacher should
ma&e proper use of *uestions" charts" graphs" pictures" models and other illustrative for demonstration and
e(planation.
At the end of each section a few *uestions concerning that section only should be as&ed to whether
the pupils are now ready for the ac*uisition of new &nowledge.
Co&(arison of Association
7ore importance should be given in this stage to compare the facts observed by the students with
another concept by way of giving e(amples. .y ma&ing use of this comparison" the students can derive
definitions or theories. %he students are encouraged to give new suitable e(amples for the concept instead
of the e(amples given in the boo& to ma&e them thin& in an innovative manner.
7enerali:ation
%his step is concerned with arriving at some general ideas or drawing out the necessary conclusions
by the students on the basis of the different comparisons" contracts and associated observed in the learning
material present by the teacher. As far as possible the tas& of formulation should be left to students. %he
teacher at this stage should try to remain in the bac&ground for providing only necessary guidance and
correction.
A((lication
'n this stage" the teacher ma&es the students to use the understood &nowledge in an unfamiliar
situation. ;nless the &nowledge of science is applied in new situations or in our day-to-day life" the study of
science will become meaningless. %his application of scientific principles will strengthen learning and will
ma&e the learning permanent.
Reca(itulation
%his stage is meant for the teachers to &now whether students have grasped by reviewing a lesson or
by giving assignments to the students. <nly through this step achieving closure /in teaching0 is possible.
INSTR4CTIONAL OB;ECTI<ES
'nstructional ob!ectives represent the desired change in the pupil who undergoes instruction in a
lesson. %here are two types of instructional ob!ectives. %hey are
10 General 'nstructional <b!ectives
=0 #pecific 'nstructional <b!ectives
+hen a teacher plans a lesson" he should as& himself" +hy should ' teach this lesson> %he answer to
this *uestion constitutes 'nstructional ob!ectives. All instruction will result in learning which in turn bring
about changes in the behavior of the learners. #o the instructional ob!ectives it means the anticipated
behavior change" which is what is what the teachers e(pect as a result of their teaching.
") 7eneral Instructional O$/ecti%e (7IO=s)
'f the ob!ectives are stated in general and vague manner" then they are called general ob!ectives.
%hey contain non-behavioral verb i.e. they contain non-action verb.
?or e(ample@
i. %he learner ac*uires &nowledge of the various branches of science.
ii. %he learner develops s&ill in manipulating apparatus.
,ere the verbs Aac*uires and Adevelops are non-action verbs which are cannot measure or observe
directly" because they are in the form of inner development or passive aspect of mental activity.
Example;
%he pupil"
i. Ac*uires &nowledge of friction
ii. ;nderstands various types of friction
iii. Applies &nowledge of friction in relevant unfamiliar situation
iv. evelops s&ill in doing e(periments
v. evelops interest in e(perimenting
') S(ecific Instructional O$/ecti%es (SIO=s)
'f the ob!ectives are stated in specific" then they are called specific ob!ectives. %hey contain behavioral
verb i.e. they contain Aaction verb. %he observable and measurable behavioral changes as a result of
realizing an ob!ective is termed as specific instructional ob!ectives or specification.
For example
%he learner defines friction
,ere defines is the active verbhttpB66freenaleen.blogspot.com6=C1D61=6lesson-plan-steps-herbartian-
approach.html
%he statement of specification should contain two parts
i. 7odification )art /7)0
ii. 8ontent )art /8)0
Example;
%he learner definesfriction
7) 8)
%he table showing illustrative e(amples of specifications with specified behavioral part and content
part from physical science.
SPECI!IC OB;ECTI<E 9 SPECI!ICATIONS
LE<EL THE
BEHA<IORAL
THE CONTENT PART

9ecalls %he branches of science
EF<+LEGE 9ecognizes
istinguishes between metals and non-metals
'dentifies the physical properties of metals
#elects colored salts from the salts
8ompares velocity and acceleration
8lassifies primary" secondary and tertiary alcohol


'dentifies
between rest and motion
;FE9#%AF'FG relationships
Give e(amples for first order lever

escribes the preparation of 'ron
E(plains the function of generator

Generalizes the ideas of input devices

Gives reason +hy s&y appears blue>
'nfers %he result obtained in the e(periment
8omputes %he normality of the li*uid
Analyses Analyses situations
A))L'8A%'<F
Establishes
Establishes relationship between metals
and non-metals
relationships 'mprovisation to apparatus
#uggests Apparatus with purpose
#elects etects errors
etects ?or friction




Give new
illustrations
raws %he diagram of screw gauge
Labels %he part of a generator
#E'LL
oing
e(periments
<f simple pendulum
)articipates
'n a science *uiz
8ollects )icture of scientists" some machines etc.
)repares )osters on water pollution
'F%E9E#% +rites An article on AGlobalization for school
magazine
<rganizes science e(hibition on '8% in
#cience Education
<rganizes
<AL4E ED4CATION
CONCEPTS O! <AL4ES
Galue has very intimate relationship with the human interest. Galues refers to ob!ects that human
beings consider desirable and worthy of pursuit in their thoughts" feelings and actions. %hese may be
materials /flood" wealth and various consumer goods0 or abstract *ualities and states of mind and heart li&e
truthfulness" happiness" peace" !ustice etc.
Galues reflect ones personal attitudes and !udgments" decisions and choices" behaviors and
relationships" dreams and visions.
?or e(ample" in the absence of hunger" the value of edibles becomes very much less. <n the other
hand" when one is hungry" even a very ordinary food item seems to be very valuable. A thirsty individual is
ready to pay anything for a glass of water.
Definition

10 Giews of Allport" %he term value means the relative prominence of the sub!ects interest on the dominant
interest in personality.
=0 According to Edgar S.Bright Man" 'n the most elementary sense" value means whatever is actually li&ed
prized" esteemed desired" approved or en!oyed by any one at any time. 't is the actual e(perience of
en!oying a desired ob!ect or activity.
D0 According to Parker" Galues belong wholly to the inner world of mind. %he satisfaction of desire is the
real value" the thing that serves is only an instruments. A value is always an e(perience never a thing or an
ob!ect.
50 Giews of r. Premkripal" Galues may be defined as/a0 what we believe $ professed values /b0 what we
practices $ operational values and /c0 what we learn from e(perience in order to adapt and renew traditions
received from the past $ traditional values.
H0 According to Cunning ham" Educational values become aims of education according to these *ualities
abilities and capacities are promoted in theindividuality which is inherently values of life. %hus
educational values are those activities which are good useful and valuable from the point of view of
education.
<alue Education>
Galue education refers to a program of planned educational action aimed at the development of
value and character. Every action and thought of our leaves an impression in our mind. %hese impressions
determine in our behavior at a given moment and our response to a given situation. %he sum total of all our
impressions in what determines our character. %he past has determined the present and even so the present
our present thoughts and actions will shape our future. %his is a &ey principle governing personality
development.
CLASSI!ICATION O! <AL4ES
1. )ersonal values
=. 9eligious values
D. #ocial values
5. )olitical values
H. Economic values
3. 'ntellectual values
2. Ethical values
"# Personal %alues>
)ersonal values refer to those values which desired and cherished by the individual irrespective of
his6her social relationship. %he individual determines his own standards of achievement and attains these
targets without e(plicit interaction with any other person.
E(ampleB ambition" courage" honesty" punctuality" self-confidence" simplicity" dignity of labor etc.
'# Religious %alues>
+orship" devotion and faith come in the category of religious values. 9eligious values are related to
faith in God" means of reaching him" conse*uences that result from the deviations of not adhering to such
noble paths.
+# Social %alues>
't refers to those values which are others oriented. %hey are concerning to society. #ocial values are
always practiced in relation to our neighbors" community" society" nation and the world.
E(ampleB Accountability" courtesy" forgiveness" freedom" friendship" hospitality" !ustice" love"
patience" responsibility sympathy etc.
.# Political %alues>
%hese values arise out of mans desire for power. Any political system it treats all men e*ual in the
eyes of !ustice and administers the people becomes a higher value
0# Econo&ic %alues>
Economic values come to be &nown through mar&et prices. +ealth and money is needed for the
fulfillment of the needs of life. 't includes all those commodities which can be purchased. All things that
have an e(change value may be said to have economicvalues.
1# Intellectual %alues>
%he importance of &nowledge and ac*uisition of truth under the category of intellectual values. %his
is related to &nowing the truth in many of its forms. %he &nowledge of truth is made use of in various ways
to get satisfaction.
et-ods of %alue education
%he programs of value education should be pre-planned. All the curricular" co-curricular and e(tra-
curricular activities of the schools should appropriately be geared to achieve the desired goals. %he methods
of value-education involve. %he formal" informal and non-formal methods of teaching.
i# Direct and Indirect et-ods of Teac-ing>
irect approach means teaching values directly to others. ,ere efforts are made cautiously to teach
different values to others. #ometimes it may result in reaction formation or contra-suggestions being
formed" which will be defeating the purpose of instruction.
'ndirect approach of teaching the different values is more convenient and effective. ,ere teaching in
done unconsciously. %he students learn values incidentally.
ii# !or&al and Infor&al A((roac->
+hen the learners are taught about difficult values by using formal ways it may not have greater
effect. ,ere materials from boo& are taught with the motive of teaching certain values. <n the other hand"
the learner or the receiver of values is unaware of everything. ,e reads some materials from the boo&s and
is able to pic& up values of life incidentally. %his type of learning in of greater values and lants longer.
iii# Curricular and co8curricular A((roac->
According to curricular approach separate syllabus on framed which aims at teaching different
values to the learners the syllabus is prescribed and teaching in done to finish the syllabus. 'n the te(t
boo&s" the different values may be integrated in different chapters. %hus" the students have curricular
program which helps them to learn different values.
%he co-curricular activities can be well e(ploited for the development of secular" moral and social
values. According to co-curricular program" different activities such as singing poem" recitation" drama"
debate essay writing competition etc. are organized with the main motive of inculcating different values of
life in the youth.
Galue education is essentially a matter of educating the feelings and emotions. 't is the training of
the heart and consists in developing the right feelings and emotions. 't does not involve any cognitive
abilities that can be trained. 't is to Acaught rather than taught. 't is essentially a matter of creating the right
atmosphere" imitation and learning by e(ample communication with nature or modeling on self after an
ideal. %here are five dimensions of value education and they are
i. )hysical education
ii. Emotional education
iii. 7ental education
iv. Aesthetic development
v. 7oral and spiritual domain
I&(ortance of <alues
i# <alues and Su$8S,ste&s of t-e societ,>
#ub-systems of the society li&e political economic social educational" religious" industrial system
depends upon values. ?or e.g. political values affects everyone in 'ndia and the world over there is a decline
in value system at political level there is corruption and crime everywhere. 't is due to the erosion of values
in political system.
ii# <alues and fa&il,>
?amilys peaceful environment and its development depend upon their values.
iii# <alues and Localit,>
.ehavior of individuals at a particular locality depends upon their values.
i%# <alues and Indi%idual>
Growth is development of an individual 6 society depends upon its values.
%# <alues and Educational Institutions>
%he environment in different educational institutions depends upon value system being followed.
ecline is value system leads to decline in educational standards.
'n this way there is a great importance of values in our lives.
According to Mahatma Gandih;
't wealth is lost" nothing is lost
't health is lost" something is lost
't character is lost" everything is lost
Galues are the guiding principles decide in day to day behavior as also is critical life situation values
are a set bring of principles or standard of behavior values are regarded desirable" important and held in
high eastern by a particular society in which a person live.
Source of %httpB66freenaleen.blogspot.com6=C1D61=6value-education.htmlalue>
Galues are there with in the individuals and they develop in them as are the situations all around and
the circumstances hey are placed in our values are embedded in all our institutions which are the artifacts of
society and culture. #o values are not something which is remote and unattainable. 7oreover there values
can be identified in our achievements. Garious sources of values are@
") Religion>
9eligion is an important source of values. 't means to bind and unity the people. 't is thus unifying
force. Every religion has its distinctive philosophy and approach to life. %hey propagate different values.
,indu religion advocates self-realization or 7o&sha. Everyone ultimately tries to merge his own self
with universal God.
8hristianity" 'slamand #i&hism emphasis a particular way of life banned on the doctrines and
principles of respective religion. All the religions some common values such as /a0#implicity /b0 )ursuit of
truth /c0 ignity of labor /d0 %olerance /e0 .road 7indedness /f0 +elfare of 7an&ind /g0 Attainment of
bliss 7o&sha /h0 ,oly life and /i0 )urity and simple living.
') P-iloso(-,>
)hilosophy of live is another important source of values. %here are varying philosophy of life and
education. 'dealism recommends higher and fundamental values of life such as %ruth" .eauty and
Goodness.
+) Literature>
Literature in also an important source of values. Literature and social life are closely interlin&ed.
%he basic function and role of language and literature is to promote right types values among the people.
.) Social custo&s>
#ocial customs such as social functions" cultural heritage" social beliefs" and social practices
advocate different types of values.
0) Science>
't is an important social institution and is a source of values. %hrough science we are able to have
our &nowledge banned on observation" e(perimentation and rational thin&ing. According to .arber" the
values more favorable for science are /a0 9ationality /b0 ;tilitarianism/c0 ;niversalism /d0 'ndividualism.
Pro/ect et-od
Introduction
%he )ro!ect 7ethod of teaching was first propounded by Iohn ewey. %he basic idea of this method
is that pupil can learn a lot of things with the help if association and mutual co-operation. %his method
promotes purposeful activities through a group of pupils and the pupil will wor& co-operatively. %he pupils
will wor& together by forming small groups according to their interest and abilities. %he main ob!ective of
this method are learning by doing and learning by living together.
Definition
A pro!ect is a whole hearted purposeful activity proceeding in a social environment.
-ilpatri!k
A pro!ect is a problematic act carried to completion in its natural selection.
-Pro". Ste#enson
A pro!ect is a bit of real life that has been imported into school.
-Ballard
Princi(les underl,ing Pro/ect et-od
"# Pur(osi%eness
%here must be some ob!ective of the pro!ect because the pupils do that wor& with more enthusiasm
which has definite and clear ob!ectives.
'# !reedo&
%he pupils are free to select the pro!ect. %hey select the pro!ect according to their will and they
e(ecute it with the advice of the teacher.
+# Acti%it,
%he pro!ect should be activity centered because the &nowledge gained if activity is stable and useful.
.# Realit,
%he pro!ect should be real. <nly then the pupils would be able to complete it naturally and in real
conditions.
0# 4tilit,
%he pro!ect must process the *uality of utility because the pupils do the wor& more interest which is
useful for them.
Essential Ste(s of Pro/ect et-od
%he following steps are involved in this method
i. )roviding a situation
ii. 8hoosing the pro!ect
iii. )lanning
iv. E(ecuting the pro!ect
v. Evaluation of the pro!ect
vi. 9ecording of the pro!ect
"# Pro%iding a situation>
'n this step" a situation is provided to the students to thin& over in choosing some pro!ect to wor& on.
%hey may be confronted with a problem while studying in the classroom" participating in co-curricular
activities and going on e(cursion etc. 't may force them to thin& about for choosing some pro!ect.
'# C-oosing t-e (ro/ect>
'n this second step students try to choose a definite and appropriate pro!ect &eeping in view of the
resources in hand and the nature of the problem faced in the first step. %hey are properly guided by their
teachers in this selection tas&. %hen the aims and ob!ectives of choosing a pro!ect are properly discussed
through group participation.
+# Planning>
%he pro!ect chosen is again discussed in terms of laying down a plan and procedure for the
e(ecution of the pro!ect.
.# E?ecuting t-e (ro/ect>
'n this step students are engaged in the e(ecution of the pro!ect in a natural way without involving
any artificiality. %hey plan their roles according to their abilities and capacities with a true" social and co-
operative spirit.
0# E%aluation of t-e (ro/ect>
'n this step the wor& done on the pro!ect is evaluated from time to time. %he line of action and mode
of e(ecution may be modified on the results of such evaluation.
1# Recording>
A complete record of the wor&" their planning" discussion on significant aspects" their achievement
etc. has to be developed by the pupils at the end. Also they should record the criticism of their own wor&
and the suggestions for the further wor&.
Criteria of a good (ro/ect
A good pro!ect can be accessed using the following criteria.
v A pro!ect should be purposeful" useful and practically applicable to the daily life of the students" with clear"
well defined ob!ectives.
v %he pro!ect should help in providing useful and meaningful learning e(periences to each member of the
group.
v %he pro!ect should be within the reach of the students in accordance with their interest and ability levels.
v %he pro!ect should be feasible in terms the availability of human and material resources and time limit.
v %he level of comple(ity of the pro!ect should match the ability level of the students.
v %he learning activities of the pro!ect should be life-li&e purposeful and natural.
erits of (ro/ect &et-od
"# Ps,c-ological &et-od
)ro!ect method is based on psychological principles. %he innate tendencies" interests and aptitudes
of the students are best utilized in this method.
'# De&ocratic *a, of learning
Liberty" e*uality and fraternity are some of the cardinal principles which form the basis of pro!ect
method. 9ight from the selection of the pro!ect till its e(ecution students are provided sufficient freedom for
thin&ing" decision ma&ing and going ahead in their assigned tas&s. All of these students cooperate in a
common pro!ect according to their tastes" temperaments" abilities and capacities.
+# De%elo(&ent of t-e social %irtue
7any virtues essential for good citizenship li&e self-confidence" tolerance" patience" self-
dependence sense of responsibility duty blondness" resourcefulness" mutual love and co-operation etc.
.# Practical &et-od
%his method of the ma(ims of teaching li&e Alearning by doing and learning by living. %herefore
what is to be learnt in pro!ect method is learnt by doing that in a very practical way. 'n pro!ect method the
problems concerning actual life activities are underta&en therefore" it provides sufficient training to the
students to use their learning in their practical life.
0# Dignit, of learner
)ro!ect method emphasizes dignity of labor. #tudents irrespective of their caste" creed and social
status !oin their hands in doing mental and manual labor in the e(ecution of the pro!ect.
De&erits of (ro/ect &et-od
"# Difficult, on t-e (art of t-e teac-er
)ro!ect method provides many challenges to the teachers in charge right from theselection of the
pro!ect till its e(ecution. Every teacher is not e*uipped with such enthusiasm abilities and leadership
essential for wor&ing with such a method.
'#4necono&ical &et-od
)ro!ect method is an uneconomical method in the sense that the time" labor and amount spent in this
method is *uite larger than return received.
+# Not suita$le for teac-ing su$/ect
Fo organized and systematic teaching is possible in the pro!ect method.
httpB66freenaleen.blogspot.com6=C1D61=6pro!ect-method.html.# Difficult, in co%ering t-e s,lla$us
)ro!ect method put obstacles in terms of the coverage of lengthy school syllabus. %hrough pro!ects
hardly a part of the syllabus can be covered and therefore" it doesnt suit the present day teaching.
0# Not suita$le to t-e (resent da, condition
'n 'ndia" our schools can be neither afford sufficient money nor provide appropriate personal for
teaching with pro!ect method. ?or using this method" suitable te(tboo&s are also not available. #chools are
over crowed and the educational structure is e(amination oriented.
;O@!4L LEARNIN7
PLA@ 8 AA@ LEARNIN7
Introduction>
An activity combined with happiness and satisfaction is the basis of play-way method of learning. 't
is an improvement on the activity principles. %his term was first introduced by ,. 8aldwell 8oo&. ,e
discovered that children too& &een interest in learning English grammar and language when they were
re*uired to participate in #ha&espearian plays. 'n dramatization spontaneity freedom and laughter were
associated with the learning process.
!ROEBEL and Pla, B *a, learning
?riedrich +ilhelm August. ?roebel" a German educator" is well &nown as the father of Eindergarten
concept. ,e popularized the concept of play-way learning. 'n his integration school the following methods
were used for teaching the children.
a0 Learning through activitiesis given not only to bridge the gap between &nowledge and action but also to
foster self-e(pression and satisfaction of the children.
b0 Gift and <ccupationB Gifts are simple educational toys of different colures" size and shapes. <ccupations
include activities li&e construction with paper" clay" wood and other materials.
c0 )layB )lay is the characteristic activity of childhood. 't is through play that the child e(presses his real self
and reveals his interest.
Princi(les of (la, *a, learning
%he play way method of learning emphasizes the following principlesB
i# Learning $, Doing>
Learning through some activity is more in line with the fundamental urges of the child. %his not
only leads to desire able sensory training but also provides opportunity for the gratification of urges li&e
self-e(pression" self-assertion and construction.
ii# Related to Life>
'f we relate the activities in the classroom with the life of the child" the child does not feel that he is
living in an artificial atmosphere at school and therefore the tendency to avoid attendance does not arise.
iii# S,&(at-etic Attitude>
#ympathetic attitude is conductive to efficient learning and the children accept the suggestions of
the teacher without much hesitation.
i%# !ree E?(ression>
<pportunities should be provided for free e(pression in any from which may be of interest to the
child.
%# Indi%idual=s I&(ortance>
%he teacher should realize that interests and need of children are seldom ali&e. %herefore while
planning education through play-way he should cater to the needs of each child individually.
%i# Rele%ant et-od of Teac-ing>
9igid" formal and boo&ish methodsshould be replaced by activities natural to the child. %hese
should be based on the needs and interests of the child.
Ad%antages of Pla,8*a, Learning
%he play-way method has a number of advantages which are given belowB
"# Natural oti%ation>
)lay-way being the natural urge of the child he ta&es &een interest in it. )lay given him happiness and
satisfaction and education is a by-product of the activities.
'# A-ole B -earted Res(onse>
'n play-way there is whole-hearted response of the children and he becomes serious about his wor&.
+# Balanced De%elo(&ent of Personalit,>
)lay-way provides means for the social emotional and moral development of the children besides giving
intellectual training.
.# Self B disci(line>
'n play-way learning child is engaged in activity with interest so he doesnt need any e(ternal control. ,e
lives according to the self-imposed regulations.
0# Self B ad%ance&ent>
)lay-way ensures self-advancement through self-education.
1# Training of t-e sensor, Organs>
%raining of the sensory organs for meaningful sensation is also encouraged.
PERSONALISED S@STE O! INSTR4CTION (PSI)
(OR)
CILLER PLAN
?red #. Eeller and his associates devised the )ersonalized #ystem of 'nstruction /)#'0 in 1J3D to
cater the needs of a new psychology programmed in a new university of .razil )#' functions as bridge
between the theory and practice of individualized instruction. 't components are essentially programmed
instruction where the frame has been enlarged and personal social element have been added in the teaching
learning process. 't is an approach to classroom instruction designed to change the role of teacher from
agent of information to the engineer or manager of students learning.
efining )#'" Green has /1J250 has said" %he )ersonalized #ystem of 'nstruction /)#'0 gets its
name from the fact that each students is served as an individual by another person" face to face and one to
one" in spite of the fact that the class size is large. %hus )#' means a system of instruction which is person
$ oriented.
SALIENT !EAT4RES9 CHARACTERISTICS O! PSI
'n a research article entitled God bye to %eacher" published in 1J34. Eeller pointed out the salient
features of )#' as follows.
"# aster, Oriented E%aluation
%he )#' evaluation is based upon a fi(ed standard or mastery over the content respective of the time
period. Every student has to achieve 4C to JC percent of determined ob!ectives" only then they can proceed
to ne(t lesson.
'# Self8Pacing
't provides an opportunity that each his student wor&s at is own pace according to his bac&ground of the
sub!ect and level to academic motivation.
+# ulti&edia A((roac-
't facilitates the students learning by the use of multimedia approach. 'n addition to the lecture method"
by the teacher in )#' uses films" radio and television programmes" computer and many other such aids.
.# E&(-asi:e on *ritten *or)s
't emphasizes the importance of written wor&. %he teacher provides the situation to learns to practice on
well-designed assignments. 't provides an opportunity for assimilating the content.
0# 4se of Pear Proctors in Tutorials
)roctor is" the outstanding students in the class are used to assist the students individually while in the
process of learning.
1# Teac-er=s Res(onsi$ilit,
%he teacher has to deal individually with large number of students wor&ing with the system and to test
their progress of learning.
2# oti%ation
%his provides appropriate motivation or fre*uent reinforcement to the learners.
P4RPOSE O! APPL@IN7 PSI
%he )#' can be effectively applied following purpose
a0 ?or developing efficient learning methods or strategies for creating interest in education among the new
generations.
b0 ?or improving the retention power of the students.
c0 ?or raising the performance of student in all disciplines.
d0 ?or attaining better transfer of learning.
e0 ?or developing desirable attitude amongthe learns by creating interpersonal relationship between teacher
and students.
Ioyful learning was started as an e(periment in classroom transaction. #pearheaded by the teachers
themselves. 't was began in ,eggadaevanaEote%alu& in 7ysore district. 'n 1JJH 7F .aigs" Education
<fficer of 7ysore district along with ;F'8E? decided to receive the micro )lan and loo& in to Activity
.ased Learning /A.L0.
Ioyful learning created a veritable revolution is classroom transactions. %he walls in classrooms
were hung with colorful charts and craftwor&s. %he learning load was reduced to a reality and achievable
level language mathematics and environmental studies were to be taught through art" craft" songs" dance and
other activity oriented methods.
Ioyful learning envisages the brea&ing down of the traditional hierarchy that e(ists between teacher
and student and all the teaching learning materials are handmade by the teacher and hands on
e(perimentation are encouraged.
%he Ioyful learningmethod of classroom transaction not only gives a greater autonomy to the
teacher but also creates the right atmosphere for the child to learn in a friendly and Ioyful way. Learning
ta&es places systematically in groups organized according to agewise competencies in an interactive
manner. +hen children master the competency of one group" they move on to another group to learn the
ne(t competency. 'n Ioyful learning method a minimum level of learning could be scrutinized among all the
students.
/;F'8E? $ ;nited Fations 'nternational 8hildrens Emergency ?und0
Stage Basic Conflict I&(ortant
E%ents
Outco&e
Infanc, ($irt- to
"3 &ont-s)
%rust vs.
7istrust
?eeding 8hildren develop a sense of trust when caregivers provide
reliabilty" care" and affection. A lac& of this will lead to
mistrust.
Earl, C-ild-ood
(' to + ,ears)
Autonomy vs.
#hame and
oubt
%oilet %raining 8hildren need to develop a sense of personal control over
physical s&ills and a sense of independence. #uccess leads
to feelings of autonomy" failure results in feelings of
shame and doubt.
Presc-ool (+ to 0
,ears)
'nitiative vs.
Guilt
E(ploration 8hildren need to begin asserting control and power over
the environment. #uccess in this stage leads to a sense of
purpose. 8hildren who try to e(ert too much power
e(perience disapproval" resulting in a sense of guilt.
Sc-ool Age (1 to
"" ,ears)
'ndustry vs.
'nferiority
#chool 8hildren need to cope with new social and academic
demands. #uccess leads to a sense of competence" while
failure results in feelings of inferiority.
Adolescence ("'
to "3 ,ears)
'dentity vs. 9ole
8onfusion
#ocial
9elationships
%eens need to develop a sense of self and personal
identity. #uccess leads to an ability to stay true to yourself"
while failure leads to role confusion and a wea& sense of
self.
@oung 'ntimacy vs. 9elationships Koung adults need to form intimate" loving relationships
Adult-ood ("5 to
.6 ,ears)
'solation with other people. #uccess leads to strong relationships"
while failure results in loneliness and isolation.
iddle
Adult-ood (.6 to
10 ,ears)
Generativity vs.
#tagnation
+or& and
)arenthood
Adults need to create or nurture things that will outlast
them" often by having children or creating a positive
change that benefits other people. #uccess leads to
feelings of usefulness and accomplishment" while failure
results in shallow involvement in the world.
aturit,(10 to
deat-)
Ego 'ntegrity vs.
espair
9eflection on
Life
<lder adults need to loo& bac& on life and feel a sense of
fulfillment. #uccess at this stage leads to feelings of
wisdom" while failure results in regret" bitterness" and
despair.
A-at is Ps,c-osocial De%elo(&entD
Eri& Eri&sonLs theory of psychosocial development is one of the best-&nown theories of personality in
psychology. 7uch li&e #igmund ?reud" Eri&son believed that personality develops in a series of stages.
;nli&e ?reudLs theory of psychose(ual stages" Eri&sonLs theory describes the impact of social e(perience
across the whole lifespan.
<ne of the main elements of Eri&sonLs psychosocial stage theory is the development of ego identit,. Ego
identity is the conscious sense of self that we develop through social interaction. According to Eri&son" our
ego identity is constantly changing due to new e(periences and information we ac*uire in our daily
interactions with others.
+hen psychologists tal& about identity" they are referring to all of the beliefs" ideals" and values that help
shape and guide a personLs behavior. %he formation of identity is something that begins in childhood and
becomes particularly important during adolescence" but it is a process that continues throughout life. <ur
personal identity gives each of us an integrated and cohesive sense of self that endures and continues to
grow as we age.
'n addition to ego identity" Eri&son also believed that a sense of competence motivates behaviors and
actions. Each stage in Eri&sonLs theory is concerned with becoming competent in an area of life. 'f the stage
is handled well" the person will feel a sense of mastery" which is sometimes referred to as ego
strengt- or ego Eualit,. 'f the stage is managed poorly" the person will emerge with a sense of inade*uacy.
'n each stage" Eri&son believed people e(perience a conflict that serves as a turning point in development.
'n Eri&sonLs view" these conflicts are centered on either developing a psychological *uality or failing to
develop that *uality. uring these times" the potential for personal growth is high" but so is the potential for
failure.
Ps,c-osocial Stage " 8 Trust %s# istrust
%he first stage of Eri&sonLs theory of psychosocial development occurs between birth and one year
of age and is the most fundamental stage in life.
.ecause an infant is utterly dependent" the development of trust is based on the dependability and
*uality of the childLs caregivers.
'f a child successfully develops trust" he or she will feel safe and secure in the world. 8aregivers
who are inconsistent" emotionally unavailable" or re!ecting contribute to feelings of mistrust in the
children they care for. ?ailure to develop trust will result in fear and a belief that the world is
inconsistent and unpredictable.
<f course" no child is going to develop a sense of 1CC percent trust or 1CC percent doubt. Eri&son
believed that successful development was all about stri&ing a balance between the two opposing sides.
+hen this happens" children ac*uire hope" which Eri&son described as an openness to e(perience
tempered by some wariness that danger may be present.
Ps,c-osocial Stage ' 8 Autono&, %s# S-a&e and Dou$t
%he second stage of Eri&sonLs theory of psychosocial development ta&es place during early
childhood and is focused on children developing a greater sense of personal control.
=
Li&e ?reud" Eri&son believed that toilet training was a vital part of this process. ,owever" Eri&sonLs
reasoning was *uite different then that of ?reudLs. Eri&son believe that learning to control oneLs bodily
functions leads to a feeling of control and a sense of independence.
<ther important events include gaining more control over food choices" toy preferences" and
clothing selection.
8hildren who successfully complete this stage feel secure and confident" while those who do not
are left with a sense of inade*uacy and self-doubt.
Eri&son believed that achieving a balance between autonomy and shame and doubt would lead to
will" which is the belief that children can act with intention" within reason and limits.
Ps,c-osocial Stage + 8 Initiati%e %s# 7uilt
uring the preschool years" children begin to assert their power and control over the world through
directing play and other social interactions.
8hildren who are successful at this stage feel capable and able to lead others. %hose who fail to
ac*uire these s&ills are left with a sense of guilt" self-doubt" and lac& of initiative.
+hen an ideal balance of individual initiative and a willingness to wor& with others is achieved" the
ego *uality &nown as purpose emerges.
Ps,c-osocial Stage . 8 Industr, %s# Inferiorit,
%his stage covers the early school years from appro(imately age H to 11.
%hrough social interactions" children begin to develop a sense of pride in their accomplishments
and abilities.
8hildren who are encouraged and commended by parents and teachers develop a feeling of
competence and belief in their s&ills. %hose who receive little or no encouragement from parents"
teachers" or peers will doubt their abilities to be successful.
#uccessfully finding a balance at this stage of psychosocial development leads to the strength
&nown as competence or a belief our own abilities to handle the tas&s set before us.
Ps,c-osocial Stage 0 8 Identit, %s# Confusion
uring adolescence" children e(plore their independence and develop a sense of self.
%hose who receive proper encouragement and reinforcement through personal e(ploration will
emerge from this stage with a strong sense of self and a feeling of independence and control. %hose who
remain unsure of their beliefs and desires will feel insecure and confused about themselves and the
future.
8ompleting this stage successfully leads to fidelity" which Eri&son described as an ability to live by
societyLs standards and e(pectations.
Ps,c-osocial Stage 1 8 Inti&ac, %s# Isolation
%his stage covers the period of early adulthood when people are e(ploring personal relationships.
Eri&son believed it was vital that people develop close" committed relationships with other people.
%hose who are successful at this step will form relationships that are committed and secure.
9emember that each step builds on s&ills learned in previous steps. Eri&son believed that a strong
sense of personal identity was important for developing intimate relationships. #tudies have
demonstrated that those with a poor sense of self tend to have less committed relationships and are
more li&ely to suffer emotional isolation" loneliness" and depression.
#uccessful resolution of this stage results in the virtue &nown as love. 't is mar&ed by the ability to
form lasting" meaningful relationships with other people.
Ps,c-osocial Stage 2 8 7enerati%it, %s# Stagnation
uring adulthood" we continue to build our lives" focusing on our career and family.
%hose who are successful during this phase will feel that they are contributing to the world by being
active in their home and community. %hose who fail to attain this s&ill will feel unproductive and
uninvolved in the world.
8are is the virtue achieved when this stage is handled successfully. .eing proud of your
accomplishments" watching your children grow into adults" and developing a sense of unity with your
life partner are important accomplishments of this stage.
Ps,c-osocial Stage 3 8 Integrit, %s# Des(air
%his phase occurs during old age and is focused on reflecting bac& on life.
%hose who are unsuccessful during this stage will feel that their life has been wasted and will
e(perience many regrets. %he individual will be left with feelings of bitterness and despair.
%hose who feel proud of their accomplishments will feel a sense of integrity. #uccessfully
completing this phase means loo&ing bac& with few regrets and a general feeling of satisfaction. %hese
individuals will attain wisdom" even when confronting death.