Introduction:
An activity
combined with happiness and satisfaction is the basis of play-way method of
learning. It is an improvement on the activity principles. This term was first
introduced by H. Caldwell Cook. He discovered that children took keen interest
in learning English grammar and language when they were required to participate
in Shakespearian plays. In dramatization spontaneity freedom and laughter were
associated with the learning process.
FROEBEL and Play – way
learning
Friedrich
Wilhelm August. Froebel, a German
educator, is well known as the father of Kindergarten concept. He popularized
the concept of play-way learning. In his integration school the following
methods were used for teaching the children.
a)
Learning
through activitiesis given not only to bridge the gap between knowledge and
action but also to foster self-expression and satisfaction of the children.
b)
Gift
and Occupation: Gifts are simple educational toys of different colures, size
and shapes. Occupations include activities like construction with paper, clay,
wood and other materials.
c)
Play:
Play is the characteristic activity of childhood. It is through play that the
child expresses his real self and reveals his interest.
Principles of play way
learning
The play way
method of learning emphasizes the following principles:
i.
Learning by Doing:
Learning through some activity is
more in line with the fundamental urges of the child. This not only leads to
desire able sensory training but also provides opportunity for the gratification
of urges like self-expression, self-assertion and construction.
ii.
Related to Life:
If 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.
Sympathetic Attitude:
Sympathetic attitude is conductive to
efficient learning and the children accept the suggestions of the teacher
without much hesitation.
iv.
Free Expression:
Opportunities should be provided for
free expression in any from which may be of interest to the child.
v.
Individual’s Importance:
The teacher should realize that
interests and need of children are seldom alike. Therefore while planning
education through play-way he should cater to the needs of each child
individually.
vi.
Relevant Method of Teaching:
Rigid, formal and bookish
methodsshould be replaced by activities natural to the child. These should be
based on the needs and interests of the child.
Advantages of Play-way
Learning
The play-way method has a number of advantages which are
given below:
1. Natural Motivation:
Play-way being the natural urge of
the child he takes keen interest in it. Play given him happiness and
satisfaction and education is a by-product of the activities.
2. Whole – hearted Response:
In play-way there is whole-hearted
response of the children and he becomes serious about his work.
3. Balanced Development of Personality:
Play-way provides means for the
social emotional and moral development of the children besides giving
intellectual training.
4. Self – discipline:
In play-way learning child is engaged
in activity with interest so he doesn’t need any external control. He lives
according to the self-imposed regulations.
5. Self – advancement:
Play-way ensures self-advancement
through self-education.
6. Training of the sensory Organs:
Training of the sensory organs for
meaningful sensation is also encouraged.
PERSONALISED SYSTEM OF INSTRUCTION (PSI)
(OR)
KILLER PLAN
Fred S. Keller and his associates
devised the Personalized System of Instruction (PSI) in 1963 to cater the needs
of a new psychology programmed in a new university of Brazil PSI functions as
bridge between the theory and practice of individualized instruction. It
components are essentially programmed instruction where the frame has been
enlarged and personal social element have been added in the teaching learning
process. It 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.
Defining PSI, Green has (1974) has
said, “The Personalized System of Instruction (PSI) 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”. Thus PSI
means a system of instruction which is person – oriented.
SALIENT FEATURES/
CHARACTERISTICS OF PSI
In a
research article entitled “God bye to Teacher”, published in 1968. Keller
pointed out the salient features of PSI as follows.
1.
Mastery Oriented Evaluation
The PSI evaluation is
based upon a fixed standard or mastery over the content respective of the time
period. Every student has to achieve 80 to 90 percent of determined objectives,
only then they can proceed to next lesson.
2.
Self-Pacing
It provides an
opportunity that each his student works at is own pace according to his
background of the subject and level to academic motivation.
3.
Multimedia Approach
It facilitates the
students learning by the use of multimedia approach. In addition to the lecture
method, by the teacher in PSI uses films, radio and television programmes,
computer and many other such aids.
4.
Emphasize on written works
It emphasizes the
importance of written work. The teacher provides the situation to learns to
practice on well-designed assignments. It provides an opportunity for
assimilating the content.
5.
Use of Pear Proctors in Tutorials
Proctor is, the
outstanding students in the class are used to assist the students individually
while in the process of learning.
6.
Teacher’s Responsibility
The teacher has to deal
individually with large number of students working with the system and to test
their progress of learning.
7.
Motivation
This provides
appropriate motivation or frequent reinforcement to the learners.
PURPOSE OF APPLYING PSI
The PSI can
be effectively applied following purpose
a) For developing efficient learning
methods or strategies for creating interest in education among the new
generations.
b) For improving the retention power of
the students.
c) For raising the performance of
student in all disciplines.
d) For attaining better transfer of
learning.
e) For developing desirable attitude
amongthe learns by creating interpersonal relationship between teacher and
students.
Joyful
learning was started as an experiment in classroom transaction. Spearheaded by
the teachers themselves. It was began in HeggadaDevanaKoteTaluk in Mysore
district. In 1995 MN Baigs, Education Officer of Mysore district along with
UNICEF decided to receive the micro Plan and look in to Activity Based Learning
(ABL).
Joyful
learning created a veritable revolution is classroom transactions. The walls in
classrooms were hung with colorful charts and craftworks. The 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.
Joyful
learning envisages the breaking down of the traditional hierarchy that exists
between teacher and student and all the teaching learning materials are
handmade by the teacher and hands on experimentation are encouraged.
The Joyful 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 Joyful
way. Learning takes places systematically in groups organized according to
agewise competencies in an interactive manner. When children master the
competency of one group, they move on to another group to learn the next
competency. In Joyful learning method a minimum level of learning could be
scrutinized among all the students.
(UNICEF – United Nations
International Children’s Emergency Fund)
Not killer plan Keller plan i think
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