Nios Deled Course - 502 Assignment 1 Answers

Nios Deled Course - 501 Assignment 1 Answer

 Note : Answer any two of the following questions in about 500 words.

Q1. Explain with suitable examples of four processes of observational learning. How

does imitation help in observational learning.

Answer

Learning from observation is a common and natural method of human learning. Observational

learning is a type of learning that occurs as a function of observing, retaining and replicating novel

behavior executed by others. Observational learning is a key learning method for children when

acquiring basic tasks such as language and cultural norms. Learning through observation is not exact

reproduction of the model’s behavior but developing behavior based on the observed behavior.

According to Bandura, following are the distinct processes involved in observational learning:

1.    Attention Process: We do not imitate the total behavioral of a model....rather

we focus on specific that we are interested to learn. We pay attention to significant features

of the behavior we want to learn. For example, a child learning to write in good handwriting

watches her teacher and keenly observe the way s/he is holding the pen, moving his/her fingers,

where s/he is using capital letters and does not pay attention to how the teacher is dressed or how

s/he walks.

2.    Retention Process: The ability to store information is also an important part of

the learning process. Retention can be affected by a number of factors, but the ability to pull up

information later and act on it is vital to observational learning. We need to remember the things

observed through some way of using symbols, understanding and organising our observations.

Usually, we employ two processes for retention, i.e. storing and rehearsing. Storing the things

observed as visuals in our memory and then rehearsing as the sequence of actions mentally. For

example, if anyone is trying to bowl like Zahir Khan, then s/he should mentally rehearse the

sequences of the bowling actions of Zahir after observing him in person or in TV telecasts and

forming a visual image of the actions. Bandura (1977) suggests that the best way to learn from

a model is to organize and rehearse the observed behaviour cognitively (mentally with proper

thinking) and then act it out.

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3.    Motor Reproduction Process: After we have retained the observed behaviour

through rehearsal of the visual images, the behaviour has to be transformed into physical actions. For

this, one needs two things. First, s/he must have basic requirements for the action to be performed

by him/her. If one desires to be a batsman like Tendulkar, the basic requirement is the physical

capability of a batsman. If one is too weak, no matter how perfectly one rehearses the sequences

of batting of Tendulkar, one will not be able to perform because it would be difficult to lift and move

the bat in the same manner.

The second aspect for transforming the observed behaviour to action is to actually practice

the sequence of actions. Having a perfect visual imagery and mental rehearsal of the actions will not

help the observer to perform the act spontaneously. To perform effectively, repeated practice

combined with continuous feedback on practice and making appropriate corrections after each

practice are necessary.

4.    Motivational Process: We have come across some children who have learnt very

well through observational learning as they can vividly describe the steps of action and can

perform it perfectly. But often, they do not perform as and when required. In such cases, what

they lack is proper motivation to act. The child is required to be motivated especially self-motivated to

act.

Effects of imitation in observational learning: Superficially, imitation is merely copying the behaviour

of a model. There are three categories of imitative behaviour: the modelling effect, the inhibitory disinhibitory

effect, and the eliciting effect, which are helpful in observational learning:

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1.    The modeling effect: It involves acquiring new behaviour as a result of observing a model.

2.    The inhibitory effect: It is concerned with suppression of deviant behaviour of

the model usually as a result of seeing the model punished for engaging in the same behaviour. The

dis- inhibitory effect is the opposite of it. It occurs when a child observes the model engaged

       in the previously learnt deviant behaviour being rewarded for it.

3.    The eliciting effect: It is related to responses of the model not to his/her

              behavioural characteristics. An illustration of the eliciting effect is the mass behavior. In any

              sporting event, one person’s clapping or booing might elicit similar behavior from others in the

       crowd. Sometimes, many in the crowd do not know why they behaved in the way they imitated.

A teacher, can use imitation in the classroom/school for enabling students to acquire positive and

socially desirable behaviour in the following way :

Ø  A teacher should demonstrate positive aspects of his behaviour to his students. A teacher’s

positive practices like cleanliness, punctuality, truthfulness, and fairness to all have immense impact

on the students to imitate. Nevertheless, should not expose his weaknesses to his students.

Ø  While teaching history, social science, literature and telling stories to children, he should

always highlight the positive aspects of the important characters for imitation by the students.

Ø  When any student imitates positive behaviour, teacher should try to recognize it and provide

verbal praise encouraging him/her to repeat it.

Compare the subject-centred approach and competency-based approach. Write any twoadvantages and limitations of these approaches.

Ans. Comparison between the subject-centred approach and competency-based approach is as follows :

Subject-centred approach- This approach focuses on the delivery of the subject contents by

the teacher for students to acquire, i.e. importance is laid on topics/concepts included in the

subject, around which all the teaching and activities revolve.

In most of the schools, it is a common practice. These schools follow the syllabus and textbooks both

for teaching and learning. The textbook in the subject is considered as the storehouse of all

the required concepts, examples and exercises that are required for the teaching-learning process.

The means and methods of acquisition of the prescribed concepts may be anything.

Various characteristics of subject-centered approach are as follows:

1.      Real life situations are rarely taken into account while presenting the subject matters in the classroom.

2.      The focus is on the content /subject matter, and hence, transaction of the textbooks

3.      in the class is ‘be all and end all’ of the classroom activities.

4.      All classroom interactions are text book centered.

5.      The teacher projects himself as a model for the students as s/he has the mastery over the subject matter.

6.      Textual questions are used for evaluation, which lacks variety.

7.      The learning needs of these students are supposed to be fulfilled through the textbook.

8.      There is stress on quantity oriented output rather than quality.

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Competency-based approach- Competency is the essential skill, knowledge, attitude and

behavior required for effective performance of a real-world task or activity. Competencies are

essential skills that one needs to be a successful learner. Competency is a skill performed to a specific

standard under specific conditions. A “competency” in its most generic form is any underlying

characteristic an individual possesses and uses, which leads to successful performance. It is a

clearly defined and measurable activity (cluster of related knowledge and skill) accomplished by an

individual. On the other hand, a skill is referred to a task or group of tasks performed to a specific

level of proficiency, which often use motor functions and typically require the manipulation of

instruments and equipment. However, some skills like ‘adding correctly and quickly’ and

‘appreciating the need for orderly behaviour at home, school and public places’ are knowledge-and

attitude-based.

Advantages of subject-centred approach :

1.      Insistence on the students to memorize the facts by repeated reading.

2.      They may produce their answers orally or in written form by reproducing the exact content.

Limitations of subject-centred approach :

1.      Real life situations are rarely taken into account while presenting the subject matters

in the classroom.

2.      The students answer the questions both orally and in written form by copying from

the book.

Advantages of competency-based approach :

1.      The assessment of results can be used for further improvement of the students.

Remedial coaching is helpful for the low achievers and enrichment programme for the high achievers.

Since, it aims at mastery of skills by each individual, it caters to the learning needs of all categories of

students.

2.      What the students learn today cannot be forgotten tomorrow as competencies are

achieved by the students at the level of mastery under the guidance of a teacher.

Limitations of competency-based approach :

1.      As pace of learning varies from student to student, it is very difficult on the part of

the teacher to help the students to achieve the competencies within the stipulated time.

2.      The content knowledge of the teacher is very important to help the students achieve

the competencies. If the teacher is not proficient, the approach may not work.

Nios Deled Course - 501 Assignment 1 Answer

Q 2. Write the characteristics of Project method. What are its advantages and limitations?

Ans. Project method is based on the view that experiences lead to learning. Hence, learners need

to explore their environment, manipulate objects in their environment, and thus, learn from

direct experiences instead of hearing someone else’s experiences in some other environment,

narrated by teachers. Thus, learning through this method is relevant and meaningful; and based on

interests and abilities of learners. Projects may be assigned to individuals or to groups. Following

are the various characteristics of project method:

1.    Activity: A teacher is required to create a learning environment where students begin

to learn through self-planning, group discussion and group activities.

2.    Utility: It is essential that the project method must be useful to the present needs.

3.    Democratic values: Inculcation of characteristics like working in a group,

cooperate with each other, respect each other, value others opinion, assume and share

responsibility, lead to development of democratic values. According to Kilpatrick, this is the best

method in a democracy.

4.    Problematic: While beginning to work on any project, students are intended to

solve at least one problem.

5.    Objective: The objectives with which the students pursue the project are

intimately associated with their real life situations and would be fulfilling some of their cherished

desires.

6.    Integration: Since a project is based on the real life problems, real experiences

for carrying out the project and no real experience involves the knowledge of only one subject. One

has to combine the knowledge of many subjects appropriately for successful completion of the

project. Integration of subjects learnt in the classroom is the basic requirement in a project work.

7.    Liberty: In Project Method, learning takes place naturally. So, students perform

activities freely.

8.    Reality: It is necessary to create real life activities for effective

learning. Advantages of project method are as follows:

1.      The student gets the scope to imbibe several social qualities like cooperation and

teamwork, group affinity and sacrifice through project work.

2.      Since all the activities of a project are related to the real life experiences, each of

such activities is meaningful to the student. Therefore, meaningful learning is always associated

with the project method.

3.      Completion of the project gives individuals a sense of accomplishment, which in

turn, encourages the student for further learning.

4.      The student enjoys full freedom in conducting a project. This develops self confidence

to act and also promotes a sense of responsibilities among the students.

5.      The project method is based on the principles of active learning. The student gets

totally involved in the activity which helps in enhancing his/her knowledge, understanding and skills in

real life situation and ultimately in developing a holistic personality.

6.      Interest and motivation for the project activities are spontaneously created and no

external persuasion or force is needed to attract the students towards learning.

7.      The student gets acquainted with the types of work which s/he is expected to perform

in future. Thus, the project method helps the student in his/her preparation for a future life.

Following are the limitations of the project method:

1.     It is not always possible to employ it in all subject areas of the curriculum.

2.     It is difficult for an average teacher to plan a project and ensure the participation of

all students in it.

3.     There is a lack of proper coordination in the experience/knowledge acquired through

project method.

What are the main qualities of an activity? Why memorisation is not considered as an activity?

Ans. Following are the main qualities of an effective learning activity:

Spontaneous Involvement: A good activity is such that it attracts the students

immediately when it starts and they join in it out of their own interest without any persuasion or

compulsion.

·         Focused: Activity for learning is always goal directed and is so designed that the

participating students are focused to solve the problem or reach the target and are not easily

distracted.

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·         Joyful: The test of the efficacy of the activity is when the student derives a sense

of satisfaction after its completion. The very nature of a good activity is that it is interesting for

the students to conduct and it brings a sense of achievement, provides joy, which ultimately

becomes the source of intrinsic motivation for the students to go for the next activity, which

might be more challenging.

·         Challenging: An effective activity poses a challenge before the students. It is

neither too easy to neglect nor too difficult to attempt for solving. It is moderately difficult which is

within the capability of the students to solve but with concentration and with a little more effort.

Memorisation is not considered as an activity because memorization is a way of

mechanical repetition which has none of the four characteristics of an activity.

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