Page 101 - DEDU403_EDUCATIONAL_TECHNOLOGY_ENGLISH

Unit–9: Phases of Teaching–Pre-active, Inter-Active and Post-active

(2) Diagnosis of Learner—Immediately after the sensation of class size teacher tries to determine the Notes

level of the students, foreknowledge, qualifications, skills, attitude and hobbies and how students
should be taught, how and at what level. Teacher diagnoses the student’s ability etc. by manifestation
or collets information and starts teaching responses according them.

Manifestation
Diagnosis

Response

Fig. Learning Process Chain

(3) Achievement or Action Operations—In teaching, these are related to the actions and reactions or
the teacher and student achievement inside the class. These activities are divided into verbal and
non-verbal interaction. The selection of stimuli, their presentations, feedback and reinforcement,
and development of teaching strategies are the most important activities
(i) Selection of Stimuli—Teaching is based on Stimuli and Responses (S-R). Teacher presents verbal and
non-verbal stimuli. The success of teaching process depends on these stimuli. Therefore, teacher should
use such stimuli which can be proved to be effective. In the field of stimuli selection, teacher must know

that the use of which stimuli results good in which conditions. Thus teaching should be properly done
by creating desired activities and conditions.
(ii) Presentation of Stimuli—The teacher should be careful while presenting the stimuli after its
selection. Firstly he should have the knowledge of stimuli and how to present it in the class. If stimuli
are presented incorrectly, then his responses will be incorrect. So the form, context and order of stimuli
should be taken care of.
(iii) Feedback and Reinforcement—Reinforced Feedback refers to such conditions which increase the
likelihood of specific responses. Through these desired behaviour or Response is made permanent.

These are of two types—(a) Positive Reinforcement (b) Negative Reinforcement.
(a) Positive Reinforcement—The desired behaviour is likely to be increased again and again such as
praise, rewards, meet new knowledge, certifi cations etc.
(b) Negative Reinforcement—It is used to prevent unwanted behaviour such as punishment, scolding-
reprimand.
Feedback and reinforcement or Response powers up, make changes and correct or modify the behaviour.
These are used to bring intended changes in the student’s behaviour.
(4) Development of Strategies of Teaching—Teacher uses a variety of teaching techniques for giving
knowledge to students to make their learning activities more useful. While expanding teaching
activities, content presentations, learning the type and background of students (pre - knowledge,
age, class, etc.), their needs, motives, attitudes, etc., should be taken care of when choosing the right
devices and will be able to expand.
III. Operations of Post-active stage of Teaching

This condition is related to the evaluation of teaching. Whatever is taught by teacher assessment is that
students know to what extent it is learnd. At this stage the following actions is more important.
(1) Designing the Exact Dimensions of Behavioural Change—Teacher defi nes the actual behaviour
change after fi nishing teaching which is called as Criterion Behaviour. For this, teacher compares
the actual changes in student’s behaviour to the expected change in behaviour. Teaching process
succeeds and its goals are achieved if there is a desired change in the behaviour of most students.
Converse results points towards failure of teaching.

LOVELY PROFESSIONAL UNIVERSITY 95

29/07/13 10:22 PM
Educational Technology 95 29/07/13 10:22 PM
Educational Technology 95