English writing and learning

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course Name: MA TEFL(Teaching of English as a foreign language)

Subject: Education Psychology and Management of learning

Assignment topic: Learning Objectives:
Importance
Formation
Do's and don'ts



An objective is a description of a performance you want the learners to be able to exhibit before you consider them competent. An objective describes the intended results of instructions, rather than the process of instruction itself.
Learning objectives are like a road map for instructions. They identify the route one must take to arrive at a desired learning destination. They describe what students will learn from the course.

Why are learning objectives important?

Objectives are important for a number of reasons. Here we will mention only the most important reasons.
Firstly, clearly defined learning objectives help to select and design the most appropriate and best suited instructional material, contents or methods. It is the process of determining destination. When once the objectives are determined it is easy to reach the goal destination.
Secondly, it saves times and efforts of instructor and wasting time in the learning process.
Thirdly, a clearly defined objective is helpful for the learners also. It allows him to be self motivated. He organizes his own efforts towards the accomplishment of these objectives.
Experiments have shown that defining clear objectives prior to starting any course helps the students at all levels involving in their own learning and it helps the instructor also because the half of the load of learning is carried by the student himself.
Fourthly, a well defined learning objective makes assessment easy. At the end of the course, the assessors only have to judge whether the course objectives are achieved or not.

Making learning objectives do’s and don’ts

Learning objectives should explicitly state which skills a learner is expected to learn.
It should not state about the contents of codes, nor should it state about the methodologies our teacher will use and the mode of assessment. It should deal the objectives from learners perspective not from the instructor’s point of view. It must be well defined and well managed for example, “the objectives of the lesson is to give overall view about chemistry.” Or, “the students will learn the importance of technology in the development of cultures” are wrong learning objectives. It should not generalize facts but it should specify the areas, skills and goals a learner is able to learn. Ideally, they should describe the intended results of instructions. In addition, it should also specify the conditions under which the behavior will be learned and the criteria of standard performance. For example, for teaching spoken skills to the class it is highly recommended to set the specific objectives before starting course. The objectives of such COURSES may be:
After the completion of the course the students should be able:
●To identify and use of integrations
●To distinguish between written and spoken interrogatory expressions
● utilize their interrogatory skills in day-to-day situations.
Thus, learning objectives are the road maps for the teacher and for the learners. The clearly defined objectives are always beneficial. It makes the learning process more meaningful. It shows the destination to the learners and they involve in self learning. The chances of learning increase manifold.

Course Name:MA TEFL
Subject:Education Psychology and Management of Learning
ASSIGNMENT topic
Different theories regarding language learning
The humanist teaching:
it focuses on the participation of the whole human being i.e the emotion as well as intellect. Thus, humanists believe to determine learner's interest and then select the objectives. In this method, the instructor is a type of facilitator who guides the students in the right way. The rest of the work is achieved by the learner himself.
2.The mentalist approach
focuses on the cognitive framework. It involves the human intellect in the process of learning. Mentalist learning objectives deal with the careful selection of material so that it may be properly simulated and accommodated.
3.The behaviorists believe that learning takes place in favorable circumstances. It is modification in behavior. They also give importance to the stimuli and operant conditioning. If all the resisting variables are controlled and the Organism is given enough time for repetition, the desired results can be achieved. Thus, learning takes place as a result of modification in behavior.

Course:

MA TEFL (Teaching of English as a Foreign Language ) Language teaching and Applied linguistics.
Subject: Language Variation and Management of Learning
Assignment topic: Assimilation, Accommodation AND Equilibration


Memory according to cognitive theorists, consists both short term memory and long term memory. First, an individual processes the inputs, the signals from the environment taken through sensory register, the ears, the eyes, and skin. These information are transmitted to short term memory, our temporary storage facility, which can hold limited amount of Information. If this information is of no value, it is dismissed. If it is needed, the individual places it in the long term memory. The information is rehearsed, coded and retrieved at the option of an individual.
It is the process of storing information in human brain that we come across the term assimilation, accommodation and equilibration. As we all know, the human beings store information in their minds, it is not a disorderly procedure where information is thrown in the mind without any order and discipline. It is well organised and well managed procedure. We delete the new events and information in our mind matching it with the events and information already stored in over mind. For example, if someone wants to make a house, each component foundations, brickwork, plumbing, electric wiring, roofing all fit to their correct places. Most of the components can’t be included until the other components are safely kept in place. So, it is with the learning. Learning items are individual building blocks. As a child receives new information, he matches it against the building blocks of his experience that are already stored in his mind. Thus, a human child learns by assimilating the new information with the already stored information in his brain, he finds the proper place for the new items in the infinite library of human memory, this is accommodation. as we all know that human mind does not produce the photocopy of the previous idea but regenerates it according to his interests, moods, habits, needs, desires. This modification of the previous idea is Equilibration. For example, our child can learn multiplication and division only when he has understood the addition and subtraction. So, it is the case with the language learning. Our learner assimilates these structures, vocabulary, phonemes, and morphemes of new language matching it with his L1. This is a reason, why a new learner stumbles over the pronunciation, syntax and other areas of language. as sometimes, second language finds no assimilation in first language. When once the process of assimilation is accomplished, then the learner finds the proper place of storage of the information. The information is accommodated permanently. He can retrieve it on his own will.
Using the teaching terms, now the students’ understanding is fair and good in second language. He has gained fair mastery over all the necessary areas in second language. When once this stage is attained, then comes the usage. The learner can utilise his knowledge in day to day life, but this day to day communication required some modification. This is equilibration. As in linguistics terms, the learner needs to know different dialects, different registers and the usage of language. He also has to learn to understand the prosodic and paralinguistic feature of an uttrance. Thus, the process of equilibration requires experience. It is the practical use of the skill that he learned previously.
To sum up, we can say that assimilation, accommodation an equilibration are the various stages of processing information in human brain. Assimilation is primary stage; The learner is in the stage of understanding. At this stage, errors are frequent. Then there is accommodation, when the information is properly stored and it can be retrieved at will. It means that now a learner has learned the skill. Lastly ,equalization is the practical implementation of the skill. This is the modification and regeneration of theory to fit it according to learners’ needs and context.

Four stages of Development of a child as mentioned in the work of

1. The Sensory motor stage (Birth to approximately 2 years)

Huge strides of development has been made in this stage, when a child moves from total helplessness that is walking and beginning to understand the words. In this age, a child mainly depends on his own senses and perceptions. At this age, he begins to understand that there is a real world beyond the world he can see and understand. He holds an idea of the permanence of objects as he knows that the father exists even when he can’t perceive him with his eyes. He also begins to understand that certain events follow the other events. During this age, reflexive motor abilities develop rapidly. Intelligence first showed when reflexive abilities become more refined. As an infant reaches the perfect toy or he sucks on ni**le and not a pacifier when hungry. Understanding of the world depends on personal experiences. Actions discovered by accident are repeated and applied to new situations and to obtain the same results.
Towards the end of the sensory motor stage the ability to form primitive images develops. He begins to understand that there is still an object even when he cannot perceive it.

2. The pre operational stage (approximately 2 to six years)

As a child is now able to envisage the things which are not immediately present, He is now able to handle symbols, the chief of them is language. He is also starting to solve simple problems, specially those related to the things he can see, though he is severely limited in his ability to form concepts. They understand and perceive world according to their own mind and are unlikely to see things from somebody else’s point of view. They are unable to see an item in two ways at once. If a five years old is presented with 20 wooden beads with five brown and 15 white. He can identify which is white and which is brown. If he is told to recognize that which is which bead is wooden bead, he becomes confused because he cannot see one thing in two ways at once. He cannot understand that all the white and brown beads are also wooden beads.
Neither a preoperational child can understand that quantity remains the same no matter what shape it takes. For example, if you pour the whole water from jug to glass the child will insist that there is more glass in water.
He is not yet able to think logically. As far the matter of the acquisition of language, a preoperational child depends on his own perception and intuitions. He cannot understand others’ viewpoint. This is the stage of curiosity; Preschoolers are always questioning the end investigating new things. He it is the pre operational stage that the child’s ideas differ to remarkably from their adults.

3. The concrete operation stage( 7 to 11 years)

At the concrete operation stage, the child begins to understand the world although, he begins to think logically ,his concepts are still very limited. His reasoning powers are still limited to the things he can see. The child is unable to build hypothesis because he is unable to perform mental process. His reasoning power is dependent on things he can see. He cannot make mental pictures. Although he can understand the situations and the relationship, he actually sees. Conversation is the major acquisition of the concrete operational. He can understand and talk about quantities such as numbers, Substances, areas, weight, volume; though he may not achieve all the concepts at the same time. Piaget notes that at the age of the concrete operations, the child is coming out of the egocentric shell, so it is a good time to foster the spirit of cooperation and even of healthy competition.

4.Former Operational stage (12 to onwards)

It is it this is a stage of the children of secondary school and young adults in college. At this age, they can think about abstractions, visualize logical solutions internally. Unlike the concrete operational child, who cannot apply the one theory to too many problems, the former operational can hit the problem by implying one theory to the several problems. They no longer need to work only with what they see; They can weigh ideas against one another and think idealistically. They can also reason from a hypothesis: when asked to approve or reject their hypothesis after observation and experiment. Thus, these youngsters can think more reasonably, logically, scientifically, idealistically. They can build hypothesis and con prove it. However, PIAGET concludes during early adults and the balance between assimilation accommodation and equilibrium is not yet achieved . the egocentricity of childhood is still evident. Their self absorption coupled with their new ability to understand things leads to intolerant idealism. Such intolerance gradually mellows as the process of equilibrium is completed.