Education Portal for Students in India

The tripolar process of education was propagated by Free 10 Questions 10 Marks 10 Mins Education As A Tri-Polar Or Three-Dimensional Process: Modern View: The modern concept of education is said to be ‘three-dimensional, This process involves three things- the teacher, the taught and the social environment. It was propagated by John Dewey.

It is maintained that all education takes place in the society and social setting. The whole environment of the individual becomes the source of education. The teacher consciously designs and plans educational experiences in the light of the social environment. Education has to cater to the individual as well as the social needs. His instincts, urges, impulses and tendencies have to be directed towards the socially desirable channels. This is possible when the child participates in the social situations and there is an interaction between him and the environment. Thus, the third factor or dimension is ‘social environment’ or social milieu.

Hence, we conclude that the Tripolar theory was propagated by John Dewey. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students : The tripolar process of education was propagated by
View complete answer

Is education three dimensional process?

The modern concept of education includes the social setting in which the educator and educand interact. Education involves an interaction between the educator, educand and the social environment. Therefore, it is said to be that education is tripolar.
View complete answer

What are the three dimensions of education?

The methodology is a synthesis of two sets of ideas. The first is an idea of three dimensions in comparative education: supranational, national and subnational processes.
View complete answer

What is 3 dimensional learning and why is it important?

The fundamental aim of the introduction of 3-D science standards was to change science teaching as we knew it. The way that we used to teach science was not a reflection of how science is used in the real world—the scientists and engineers of today approach science in a practical, proactive way on a day-to-day basis.

• Instead of focusing on rote memorization, 3-D science standards highlight important skills such as research, communication, and analytical thinking.
• While content knowledge is still part of the standards, the focus is on teaching students how to engage with new knowledge, answer questions and solve problems, and make connections between the different scientific disciplines—as well as relating science to the real world.

This is where three-dimensional learning comes into play. What is 3-D Learning? | Twig Science – YouTube Twig Science Reporter 20.5K subscribers What is 3-D Learning? | Twig Science Info Shopping Tap to unmute If playback doesn’t begin shortly, try restarting your device.
View complete answer

Why is it called three-dimensional?

Human perception of reality – Human eyes observe the three spatial dimensions of reality, including the third dimension of depth, through depth perception. Depth perception relies on stereoscopic vision, in which the two human eyes see separate images and the brain compares the differences to ascertain information about depth.
View complete answer

Why is it called 3 dimensional?

Three Dimensional Shapes (3D shapes) | Definition & Formulas In geometry, three-dimensional shapes or 3D shapes are solids that have three dimensions such as length, width and height. Whereas have only two dimensions, i.e. length and width. Examples of three-dimensional objects can be seen in our daily life such as cone-shaped ice cream, cubical box, a ball, etc.

1. Students will come across different 3D shapes models in Maths.
2. Geometry is one of the practical sections of Mathematics that involves various shapes and sizes of different figures and their properties.
3. Geometry can be divided into two types: plane and solid geometry,
4. Plane geometry deals with flat shapes like lines, curves, polygons, etc., that can be drawn on a piece of paper.

On the other hand, solid geometry involves objects of three-dimensional shapes such as cylinders, cubes, spheres, etc. In this article, we are going to learn different 3D shapes models in Maths such as cube, cuboid, cylinder, sphere and so on along with its definitions, properties, formulas and examples in detail.
View complete answer

What does 3 dimensions refer to?

Everything around us, from the houses we live in to the objects we use in everyday life, has three dimensions: height, length, and width.
View complete answer

How many dimension of education do we have?

The figure articulates three key dimensions in standards-based education: curriculum frameworks, teaching and learning, and large-scale standards-based assessments and some of the different kinds of standards linked to some of the components.
View complete answer

What are the 3 known dimensions?

The world as we know it has three dimensions of space— length, width and depth —and one dimension of time.
View complete answer

What is a 3 dimensional learning resource?

Three-dimensional learning uses science and engineering practices to actively engage students in science learning, integrating these with disciplinary core ideas and crosscutting concepts, and explaining phenomena and/or designing solutions to problems to drive student learning.
View complete answer

What is 3 dimensional thinking?

Core Insights: Leadership – For leaders to thrive in today’s uncertain and rapidly changing world they need what author Matthew Kutz has coined as ‘3D thinking’. That is, they need to assess the past, present and future to truly understand the context in which they are making decisions.

Former Warwick Business School Professor Andrew Pettigrew, who is now at the University of Oxford and is acclaimed for bringing sociology and anthropology to strategy, once said: “The past is alive in the present and may shape the future.” Leaders need to exercise hindsight and foresight, and understand how they are intertwined in the present, to make sure their organisation is not caught out by the rapid advances in technology, and can cope with the uncertainty of a post-pandemic world.

They need to draw on past experiences and learn lessons from them that can be applied to the current context, while also understanding the uniqueness of the context. Foresight is how leaders draw the future into the present by setting goals, aspirations and objectives, to help them ask the right questions and bring them towards their vision.

The culmination of these three perspectives gives us insight for action today. But an overemphasis on any one of these dimensions can be fatal. Over-emphasising the lessons, or success of the past, and repeating the recipe can be detrimental. Kodak is a famous example of this. The photography firm boasted sales of $19 billion in 1990 with 145,000 staff worldwide, but it fell into bankruptcy in 2012 because of the emergence of the digital camera, negating the need for film, and wrecking its business model.

This is despite Kodak inventing the digital camera in 1975 and producing the first mega-pixel version in 1986. It relied too much on its success in the past to take action in the present that would move it into position for the future. It lacked leadership agility; learning and adapting to sustain relevance, influence and effectiveness as leaders.

The world is changing rapidly and so context is continually evolving, which makes it very important that leaders keep on learning, seeking out new trends, and asking new questions as the context is a moving target. Indeed, the Latin meaning of context is ‘to weave together’ and was originally used when talking about the construction of tapestry.

Instead of weaving together different coloured fabric, today, leaders need to think of context as the weaving together of different dynamics that make it unique. Leaders need to be sensitive to the uniqueness of the situation while bringing in parallels from the past and looking to the future.
View complete answer

What is the benefits of 3D learning?

Posted by on February 9, 2009 Some thoughts on the advantages of 3D environments (virtual worlds) for learning. Advantages of 3D Immersive Learning

Learner cues on visual, auditory and spatial elements of 3D environment which leads to better recall and application of learning. Learner rehearses on-the-job behavior in an environment as close to job environment as possible. (Realistic learning environment) Allows learners at a distance to be in the same place to practice behaviors (not just online at the same time). Learners become emotionally involved in the learning due to realism. Experienced learners can explore more possibilities of dialogue than in a scripted simulation. Sense of “being there” for the learner.

Advantage of 3D Worlds Over Virtual Classroom

Learners stay more focused (not as likely to check email). Learners are immersed in learning environment. Learners must act and behave as if in actual environment. Integrates learning into environment similar to which it must be applied. Learners are vested in avatar and in situation. Learners are placed in the appropriate context to apply the learning.

Am I on the right track? Is anything missing? What do you think? _ Catalog of Recommended Books, Games and Gadgets Recommended Games and Gadgets Recommended Books Content Guide
View complete answer

What are the dimensions of process?

Thus the dimensions of process knowl- edge are: structural, personnel/coordination, performance/tools, discourse, results, quality/ objectives, and impacts/implications.
View complete answer

What is dimensional process?

1. Set of structured work activities that produce business results defined for customers and aiming to add value. Learn more in: The Adoption of a CRM Strategy Based on the Six-Dimensional Model: A Case Study.
View complete answer

What are the three dimensions of student achievement?

EL Education partners with schools and districts and provides educational resources to teachers across the world in service of an expanded vision of student achievement. We believe that when a student is done with school and enters adult life, she will be judged for the rest of her life not by her performance on tests of basic skills, but by the quality of her work and the quality of her character, Our vision of student achievement therefore has three dimensions: Mastery of Academic Skills and Content, High-Quality Work, and Character, ELED Dimensions Of Student Achievement ELED Dimensions Of Student Achievement-Spanish MASTERY OF KNOWLEDGE AND SKILLS Students

Demonstrate proficiency and deeper understanding: show mastery in a body of knowledge and skills within each disciplineApply their learning: transfer knowledge and skills to novel, meaningful tasksThink critically: analyze, evaluate, and synthesize complex ideas and consider multiple perspectivesCommunicate clearly: write, speak, and present ideas effectively in a variety of media within and across disciplines

Teachers and Leaders

Ensure that curriculum, instruction, and assessments are rigorous, meaningful, and aligned with standardsUse assessment practices that position students as leaders of their own learningUse meaningful data for both teachers and students to track progress toward learning goalsEngage all students in daily lessons that require critical thinking about complex, worthy ideas, texts, and problems

CHARACTER Students

Work to become effective learners: develop the mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration)Work to become ethical people: treat others well and stand up for what is right (e.g., empathy, integrity, respect, compassion)Contribute to a better world: put their learning to use to improve communities (e.g., citizenship, service)

Teachers and Leaders

Elevate student voice and leadership in classrooms and across the schoolMake habits of scholarship visible across the school and in daily instructionModel a school-wide culture of respect and compassionPrioritize social and emotional learning, along with academic learning, across the school

HIGH-QUALITY WORK Students

Create complex work: demonstrate higher-order thinking, multiple perspectives and transfer of understandingDemonstrate craftsmanship: create work that is accurate and beautiful in conception and executionCreate authentic work: demonstrate original thinking and voice, connect to real-world issues and formats, and when possible, create work that is meaningful to the community beyond the school

Teachers and Leaders

Design tasks that ask students to apply, analyze, evaluate and create as part of their workUse models of excellence, critique, and multiple drafts to support all students to produce work of exceptional qualityConnect students to the world beyond school through meaningful fieldwork, expert collaborators, research, and service learning

View complete answer

What kind of process is education?

Meaning & Types of Education: – Education is a gradual process which brings positive changes in human life and behavior. We can also define education as “a process of acquiring knowledge through study or imparting the knowledge by way of instructions or some other practical procedure”.
View complete answer

Which is an example of 3 dimensional?

Cubes, prisms, pyramids, spheres, cones, and cylinders are all examples of three-dimensional objects. Three-dimensional objects can be rotated in space.
View complete answer

What are 3 dimensional resources?

Three-dimensional learning uses science and engineering practices to actively engage students in science learning, integrating these with disciplinary core ideas and crosscutting concepts, and explaining phenomena and/or designing solutions to problems to drive student learning.
View complete answer

What are the 3 components of educative process?

INTRODUCTION: Over recent years the study of the curriculum has assumed importance in all fields of education. The school curriculum of a country reflects the traditions, philosophy, values and principles of the country and people. Curriculum planning and development has itself become a specialized area of education.

1. A well planned and administered curriculum contributes to the development of the country and its people.
2. The term ‘curriculum’ is derived from the latin word ” curre ” which means ‘run’.
3. Thus curriculum means running race or course or ‘runaway’ for reaching a certain goal or destination as in a course of study1.

Pedagogically curriculum means the course of the studies to be pursued by the students or the content of education to be imparted through the organization of its entire work5. DEFINTION: In the words of Cunningham, “curriculum is in the hands of the artist (teacher) to mould his material (pupils) according to his ideals (aims and objectives) in his studio (school).

• The secondary Education Commission Report (1952-53) states that the “curriculum includes all the totality of experiences that a pupil receives through the manifold activities that go on in the school, in the class room, library, laboratory, workshop, playground and in the numerous informal contacts between teachers and students” 1,5,
• Peynes ‘ definition of curriculum is that “curriculum consists of all the situations that the school may select and consciously organize for the purpose of developing the personality of its pupils and for making behaviour changes in them” 1,
• CONCEPTS OF CURRICULUM:

The traditional concept of the curriculum represented the mastery over subjects, certain type of knowledge and skills, as the main objective of the educational programme. The teacher emphasized mastery over subject matter by the students according to a strict syllabus planned by the administrative system of the school.

Passing of examination was the goal. The stress is on intellectual development, rather than on development of values 1, The need of learner was not taken into consideration in planning the curriculum. This type of curriculum is static and not adaptable to individual needs. THE NEWER CONCEPTS OF CURRICULUM: According to the newer concepts of curriculum, education is a dynamic process, by which the learner is guided and helped to live in the present world making necessary adaptations, solving problems of life and being creative in planning and building one’s own future.

Education should include the various experiences the learner has in the school, outside the school, in the community and society in which one lives. In other words, the modern curriculum is learner cantered and not subject cantered. It is flexible according to changes in the environment 1,

1. CRITIERIA OF CURRICULUM DEVELOPMENT:
2. Bhatia explains the ABC of curriculum as Articulation, Balance and Continuity.
3. Articulation:

Refers to correlation between subjects. Articulation in the organization of curriculum present mainly three problems. First is the interdisciplinary problems, Teaching of various subjects like anatomy, physiology, psychology etc. are done by different teachers, at different times of the day and each subjects is dealt as though they have no relationships with each other.

1. Correlation necessitates cooperative planning and material help and understanding among teachers.
2. Another area of poor articulation is in terms of theory and practice application.
3. The student should be able to see that what is learned in theory classes have direct relationship with practical situations.

The inter relationship between the subjects, like anatomy and physiology applied to daily problems of living must be understood by the learners.

• A third articulation lies in the nature of the relationship between the school and the life outside the school community.
• Balance:
• Refers to the relation between the class room experience and learning experience outside the class or extracurricular activities like craft, arts or NCC.
• There should be proper balance between direct and indirect experiences, theory and practice, individual and social aims, subjects taught and time allotted and between core subjects and electives.

The balanced curriculum will be a broad field curriculum containing humanities, social sciences and natural sciences organized into “core” and “periphery” subjects or general and special areas giving freedom for learners to choose according to their interest.

1. Balance is the one which will help the students to meet all the needs of individuals – physical, intellectual, social, aesthetic, emotional and spiritual.
2. Continuity: This refers to the vertical relation of the major elements of curriculum.
3. The learners moves from one stage to the other, from one class to the other.

Learning must be a continuous process 2,

1. SOURCES OF CURRICULUM DEVELOPMENT:
2. KLSSE
3. KNOWLEDGE:

It is central to curriculum development with rapid expansion of knowledge resulting from new research findings in various discipline, The curriculum has to be changed as often as necessary to learn new ways and means of learning and students must know how to select and apply knowledge in the practical aspects and keep up-to-date with the necessary information.

LEARNERS: The first and the most important aspect to be considered in any curriculum is the human aspect of the curriculum in which the needs and capacities of individual pupils are recognized. Learners vary in their culture, intellectual capacities, needs and interest. SCIENCE: Every day new discoveries and inventories are bombarding the society.

Use of television, satellite and information network facilitate learning. Research findings and changes in practice areas especially in professional course content and skills to be learnt. SOCIETY: The cultural heritage values and ideals of society influence the objectives of education.

The socio economic background, the employment opportunities and the consumer’s need for services affect the curriculum and type of education provided. The major goal of education in the present world is the need for employment. The consumer demand for services are to be taken into consideration in preparing students for life activities especially in the job oriented, vocational and professional curricula.

EXTERNAL FORCES AND DIVINE : The policy makers, government, universities, institutions of higher education, professional colleges and statutory bodies are the external forces and outside agencies which influence curriculum planning 1, 3, CURRICULAM PLANNING: Planning of curriculum is the responsibility of the faculty of a college.

All the curricula of particular education which are prescribed by the statutory body may be the university in the state. In case of professional education the minimum required standard and experiences are prescribed by the concerned councils of the profession. Advancement of knowledge in various disciplines, research findings, changes in traditional customs, increasing availability of resources, all have effect on education, teaching and learning method.

What is learned today becomes redundant in future. Therefore modification of curriculum is essential if the programme offered by the school is to keep pace with the changing society. Research in curriculum planning and implementation is much needed.

• The conceptual model by Heidgerken depicts how the objectives of education are achieved through the educational process and the various dimensions of the process leading to desired outcome.5
• THE COMPONENTS OF EDUCATIVE PROCESS
• Figure 1: The components of education process

The components of the educative process are the learners, teacher and the subject matter. The subject matter is what is to be learned, the way it is to be learned and the setting in which is to be learned. Four dimensions in the educative process identified by Heidgerken (1965) are; 1.

The substantive dimensions (the curriculum) what is taught and what is learned.2. The procedural dimensions. It is the way and method. It also includes the teachers and learners motivation leading to self-learning.3. The environmental dimension it is the physical and social factors in which teaching and learning take place.

It includes all the learning environment like college, community and clinical laboratory.4. The human relation dimension It includes the interaction with various people in the environment, teachers, other students and administrative staff; all the individuals who play some role in the learning process 5,1,

1. BASIC CURRICULUM MODEL
2. Curriculum Planning:
3. The total curriculum plan should include, the overall objectives, objectives for each course units, lessons, type of learning experiences to provided methods of teaching, duration of each course and plan for evaluation.
4. Curriculum planning is a complex process involving many groups of people; like faculty, community leaders, subjects experts, consumers, students, employers of the prospective graduates, educationalist and psychologist 6,
5. The curium planned in various stages, planning of curriculum as a whole, planning of various courses and units and lessons for each area.

• Discipline :
• All academic activities, curricular and extra-curricular, which are planned, includes staff and other students rules and decisions, routines as well as physical environment like building etc and social environment like community and public opinion all constitute curriculum.
• Broad fields:

Curriculum is prepared by organizing subjects around new unifying centers, and bringing together subjects from different related subjects and grouping them under a new theme. Field selected for curriculum are humanities, social sciences and natural sciences.

Correlation process: It is an attempt to overcome the defects of the separate subject curriculum. With the aim to relate the various subjects so that each can better reinforce and complement the other.b. Learner centred design: Child centred : Teaching must be that organization of subject matter into units of projects which would create opportunities for self-activity on the parts of the students.

These should largerly replace the formal lesson. Experience centred : True learning is experiencing. It based on the needs and interests of learner is the surest means of effective learning. Experience means trying out. It describes what has been seen, felt, thought or done in a situation.c.

• Problem centred design: Life situation : Programme has the students.
• Findings common interest and working together of students bring about growth in life related skills.
• There is flexibility in the content and instructional methods and variety of resources such as newspaper, journals, libraries, excursion, and audio- video tapes.

Social problems: Development of social organization and moral development. Most of the fights and unhappy social situations which arise in the primary school is the result of lack of development of the social domain. Education should aim at development of social consciousness, character development of citizenship, ability to adopt to society and to be socially productive and of value to others 3,

1. Phases of Curriculum Development:
2. There are four phases such as:
3. 1. Planning phase
4. 2. Development phase
5. 3. Implementation phase
6. 4. Evaluation phase
7. Planning phase:

In this phase, there will be a involvement of administrators, faculty and students in the curriculum. Review the curriculum by a committee to identify areas that need to be changed. The objectives, learning experiences provided, teaching and learning activities need to be studied. To arrange for orientation programmes for the staff to prepare them for change and to overcome resistances.

• Development phase:
• Prior to constructing a curriculum, we should consider certain factors 7, They are:
• Factor relating to learners :
• Health
• Family
• Vocation
• Religion and culture
• Employment opportunities
• Social civic and economic aspects
• Psychological aspects and so on.
• Factors related to the teachers:
• Educational qualification
• Level of preparation
• Employment opportunities
• Social civic and economic aspects
• Psychological aspects,
• Factors related to the subjects:
• Subject content
• Hours for theory and practical’s
• Learning experiences
• Audio visual aids
• Method of teaching
• Evaluation
• Factors related to the environment:
• Physical environment
• Needs of the society
• National aspiration and needs
• Culture and changes in values
• Problems of the society
• Social changes
• Technological changes
• Economical changes
• Political changes
• Manpower need
• Factors related to the Resources available:
• Financial resources
• Human resources
• Material resources
• Government regulation and policies.6
• Implementation phase:

Once the curriculum plan has been finalized, the course modification steps have to be taken. Implemented by formulating objectives, course content, learning methods, teaching approaches and evaluation procedures. Behaviour changes expected in the students, with the implementation of the change have to be clearly stated.

• New teaching method also may have to be accepted according to the change.
• Evaluation phase: It must be used to monitor the progress of the students learning to determine the extent to which the objectives have been achieved and to find ways of improving teaching learning methods.
• This will give feed back to the planners and should be used to further improvement of curriculum.1 REFERENCES: 1 DR.

Aleyamma Kurian George, Principles of Curriculum Development and Evaluation, Published by Vivekananda Achagam, 2004.

1. 2 Bhatia and Bhatia, Theory and Principles of Education, Douba Book House, Delhi 2000.
2. 3 Saffaya, Mathur et al, Development of Educational Theory and Practice, Dhanpat Rai and Sons Delhi, 1982.
3. 4 Tyler, Ralph, Basic Principles of Curriculum Construction, Chicago Press, 1949.

5 Heidgerkin, Lorreta, Teaching and Learning in Schools of Nursing Principles And Methods., J.B Lippincot, New York, 2002.

• 6 Neeraja KP, Textbook of Nursing Education, Jaypee Brothers Medical Publishers, New Delhi, 2009.
• 7 Taba, Hilda, Curriculum Development: Theory and Practice, New York: Harcourt Brace and World, 1962.
• 8 Aggarval JC, Theory and Principles of Education, VIKAS Publishing House, New Delhi.

:
View complete answer