BSAEU B.Ed 1st Semester Practicum English Version || Course: 1.1.1, Childhood & Growing Up || List down few (classroom) Learning situations involving insightful learning

Introduction:

Insight is a process by which the meaning of a subject or the solution of a problem suddenly becomes meaningful. Insight is the process by which a person or animal suddenly understands the meaning of a subject or solves a problem, and the learning that is accomplished in this way is called insightful learning. Kosslyn and Rosenberg define insightful learning as “learning that occurs when a person or animal suddenly graps out what something means and incorpasatix this new knowledge into old knowledge”. Then he assimilates the new knowledge into the old knowledge. Kohler’s experiment with chimpanzees can be cited as an example of insightful learning. There, a chimpanzee named Sultan brought two sticks out of the cage to reach the collar hanging on the top of the cage, and with one, Kohler pointed to the chimpanzee when it was out of reach, and easily reached the collar across the two sticks while playing the chimpanzee. That is, the chimpanzee’s insightful learning.

Selection of steps of the Practicum:

  1. Class Selection: The fifth and twelfth classes have been selected for the
  2. Strategy selection: “Observation techniques” have been used for thistask.
  3. Observation space selection: The classroom is selected for the task during the class.
  4. Selection of observation type: The secret method is used for
  5. Selection of observation methods: Unorganized observation methods have been used for this

Collection of Data:

The conditions for insightful learning that have been found by observing selected classrooms are:

List of Learning Situations:

To prepare a list of insightful learning situations, the observer (teacher) created some learning situations and prepared a list of structured observations by observing the situation closely. E.g.

Situation-1

Name of The School: Class: Section: Names of participating students 1. 2. 3.

A. Subject:

Conceptualization of “Constructivist Learning” in Intuitive Learning Approaches..

B. Selected places:

Class XII “Education” Section.

C. Teacher’s work:

1. The teacher divides all the students in the education class into 8 groups and forms a team.

  1.  

2. The teacher asked the same question for each group “What is constructive learning?”

D. Student work:

After discussing the topic given to each group of students, some conclusions were reached. E.g. Group 1: Constructive learning is a learning method/teaching method where students build their own knowledge or thematic ideas. Group 2: It is a learning process where the student actively completes all the tasks or spontaneously. Group 3: The knowledge that the student acquires in this method depends on the previous experience of the student. Group 4: In this method, since the student learns on his own, the teacher plays the role of instructor or observer and gives indirect instruction and this is related to problem-solving learning.

Decision:

The teacher summarizes the conclusions from the results of the discussion of the 4 groups: Objective learning is a type of learning method where the student spontaneously and actively builds a problem solution or thematic concept in the light of previous experience. Here the students themselves have formed the concept of ‘objective learning’ through insights. This learning is done in groups.

Situation-2

Name of The School: Class: Section: Names of participating students: 1. 2. 3.

A. Subject:

Inventing new situations/methods of learning ‘multiplication table’ in intuitive learning methods.

B. Selected students:

Fifth-grade math class. Peer tutoring of two students has been completed where multiplication table of 9, a skilled student has helped his unskilled friend student to learn.

C. Teacher’s work:

The teacher has selected and instructed a skilled student in the classroom (who does not know the multiplication table of 1) to master the multiplication table of 1 in a friendly way and has observed their method.

D. Student work:

Unable to know the multiplication table of 9, the unskilled student was unable to master the subject of the unskilled student even after repeating it several times. 9 and 9 × 10 = 90 excluding these two tables, 9 × 2 =? To 9 × 9 =? Till the first numbers of each table are written alternately from 1 to 7 and from the opposite side 9 x 9 =? From 9 × 2 = Write the second numbers of each table from the bottom to the period 1 to 8 to get the result of each cell accurately.

9 x 1 = 09

9 x 2 = 18

9 x 3 = 27

9 x 4 = 36

9 x 5 = 45

9 x 6 = 54

9 x 7 = 63

9 x 8 = 72

9 x 9 = 81

9 x 10 = 90

To the skilled student it was the invention of a new method and the skilled student explained the matter to the unskilled student. This method has the advantage of mastering the skill of the unskilled student.

Decision:

Here, through student learning, students’ insights are awakened and a new method is invented.

Inferences:

The conclusions reached by the analysis of the observational data are:

  1. Insight is a kind of problem-solving learning. Here the student can learn or master the subject by solving his own
  2. This type of learning is student-centered. The student invents or invents the subject himself, mastering the subject. That is, learning is good and lasting because it reflects the concept of constructivism.
  3. In this type of learning, when solutions are suddenly invented through mistakes and efforts, the student’s spontaneity increases due to emotional satisfaction, and the tendency towards self-learning increases.
  4. Making money in insightful learning is long-lasting and such teaching should be practiced more in the

Conclusion:

Insightful learning is essential to make learning effective and productive. If an environment of awakening of their insights can be created by serving each subject of learning in the form of problems in front of the students, then it is possible to create problem-solving tendency in the students. Examples of different types of insightful learning have been found through this work. In doing so, the teacher has to create different types of artificial learning situations. But the learning that the student has done is appropriate and the work has been completed successfully.

References:

  1. Sarkar, Bijan, (2016) Learning & Teaching, Aaheli Publication, Kolkata
  2. Berk, E.: (2014) Child development. PHI Learning Private Limited. Delhi
  3. Woolfolk, (2008). Educational Psychology Pearson Education, New Delhi

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More Practicums (English Version):

  1. Visit a School (Practice Teaching) and find out the different Measures/ Activities taken by schools or teachers for Healthy Mental Health of the Children by Interviewing School Teachers.
  2. List down few (Classroom) Learning situations involving insightful learning
  3. Observe the various age group children (Early Childhood, Later Childhood, Adolescent) in various situations like in the classroom, playground, at home, with parents, friends, siblings and list down the characteristics of them in physical, social, emotional and intellectual domain.
  4. Observe Some Successful Teachers And List Down The Behaviour Characteristics Which Impress You 

More Practicums (Bengali Version):

  1. Visit a School (Practice Teaching) and find out the different Measures/ Activities taken by schools or teachers for Healthy Mental Health of the Children by Interviewing School Teachers.
  2. List down few (Classroom) Learning situations involving insightful learning
  3. Observe the various age group children (Early Childhood, Later Childhood, Adolescent) in various situations like in the classroom, playground, at home, with parents, friends, siblings and list down the characteristics of them in physical, social, emotional and intellectual domain.
  4. Observe Some Successful Teachers And List Down The Behaviour Characteristics Which Impress You

 

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