The document discusses four mastery techniques of teaching: Morrison, review, drill, and memorization. The Morrison technique involves five steps: exploration, presentation, assimilation, organization, and recitation to ensure mastery of a subject. Review aims to renew study of material from a new perspective. Drill focuses on automatizing facts, habits, or skills through repetition. Memorization is acceptable when coupled with understanding, but not as a meaningless routine.
Supervised study involves individual or small group instruction led by a teacher to help students learn course material and study skills. It can take various forms, such as a teacher staying after class to help students or employing special teachers to work with students. Organizing periods to split time between theoretical lessons and practical work or assigning students tasks to complete during library periods are other methods. Supervised study aims to address the needs of heterogeneous classrooms and help weaker students by bringing students closer to teachers and the learning process.
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
Discovery learning is an inquiry-based learning approach introduced by Bruner that encourages active learning. Students build new knowledge by identifying principles themselves through exploration, invention, and problem solving with teacher guidance. There are two forms: free discovery where students explore freely, and guided discovery where teachers provide examples and information to help students make correct decisions and uncover concepts. Guided discovery involves exploration, invention where students find meaning with teacher help, and discovery where students state new concepts.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
The document describes three types of lessons: development lessons, review lessons, and drill lessons. Development lessons introduce new material through structured steps. Review lessons revisit past material to reinforce learning. Drill lessons focus on repetition to automate skills and facts. Each type of lesson has distinct purposes, techniques, advantages and disadvantages for supporting student learning.
RESEARCH INPUT, SCIENCE TEACHER AS A RESEARCHER, THRUST AREAS IN PHYSICAL SC...Parvathy V
ย
This document discusses the role of the science teacher as a researcher and identifies several thrust areas for research in physical science. It outlines that teacher research has its roots in action research, with teacher-researchers working to better understand the relationship between teaching and learning. Key areas the document identifies for science teachers to research include their knowledge of content, instructional rigor and student engagement, instruction relevance, and creating a positive learning climate. It emphasizes the importance of informative assessment and using student data and feedback to reflect on and improve teaching practice.
The document discusses various teaching approaches and methods. It begins by defining teacher-centered and student-centered approaches, noting that student-centered focuses more on student engagement and interaction. It then provides examples of different teaching strategies like lectures, active learning, critical thinking, and cooperative learning. Finally, it elaborates on specific teaching methods such as explaining, demonstrating, collaborating, brainstorming, direct teaching, lectures, role-playing, and games.
The document discusses four mastery techniques of teaching: Morrison, review, drill, and memorization. The Morrison technique involves five steps: exploration, presentation, assimilation, organization, and recitation to ensure mastery of a subject. Review aims to renew study of material from a new perspective. Drill focuses on automatizing facts, habits, or skills through repetition. Memorization is acceptable when coupled with understanding, but not as a meaningless routine.
Supervised study involves individual or small group instruction led by a teacher to help students learn course material and study skills. It can take various forms, such as a teacher staying after class to help students or employing special teachers to work with students. Organizing periods to split time between theoretical lessons and practical work or assigning students tasks to complete during library periods are other methods. Supervised study aims to address the needs of heterogeneous classrooms and help weaker students by bringing students closer to teachers and the learning process.
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
Discovery learning is an inquiry-based learning approach introduced by Bruner that encourages active learning. Students build new knowledge by identifying principles themselves through exploration, invention, and problem solving with teacher guidance. There are two forms: free discovery where students explore freely, and guided discovery where teachers provide examples and information to help students make correct decisions and uncover concepts. Guided discovery involves exploration, invention where students find meaning with teacher help, and discovery where students state new concepts.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
The document describes three types of lessons: development lessons, review lessons, and drill lessons. Development lessons introduce new material through structured steps. Review lessons revisit past material to reinforce learning. Drill lessons focus on repetition to automate skills and facts. Each type of lesson has distinct purposes, techniques, advantages and disadvantages for supporting student learning.
RESEARCH INPUT, SCIENCE TEACHER AS A RESEARCHER, THRUST AREAS IN PHYSICAL SC...Parvathy V
ย
This document discusses the role of the science teacher as a researcher and identifies several thrust areas for research in physical science. It outlines that teacher research has its roots in action research, with teacher-researchers working to better understand the relationship between teaching and learning. Key areas the document identifies for science teachers to research include their knowledge of content, instructional rigor and student engagement, instruction relevance, and creating a positive learning climate. It emphasizes the importance of informative assessment and using student data and feedback to reflect on and improve teaching practice.
The document discusses various teaching approaches and methods. It begins by defining teacher-centered and student-centered approaches, noting that student-centered focuses more on student engagement and interaction. It then provides examples of different teaching strategies like lectures, active learning, critical thinking, and cooperative learning. Finally, it elaborates on specific teaching methods such as explaining, demonstrating, collaborating, brainstorming, direct teaching, lectures, role-playing, and games.
Inductive method by Anna Mapeth EvangelistaBSEPhySci14
ย
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
The demonstration method is a teaching technique where the teacher models a process or skill for students to observe. It stimulates interest, illustrates points efficiently, provides a change of pace from lecture-based teaching, and offers a model for learning specific skills. There are different types of demonstrations, including pure demonstrations that are purely visual, demonstrations with commentary that combine visual and verbal instruction, and participative demonstrations where students attempt parts of the demonstrations. Effective demonstrations require careful planning, practice, developing an outline, ensuring all students can see, introducing the topic, encouraging questions, and follow up.
The document discusses different teaching approaches, methods, and techniques. It defines an approach as a set of beliefs about learning that guide classroom practices. Some key approaches mentioned are teacher-centered, learner-centered, interactive, and constructivist. A method is a systematic plan for instruction, such as direct, inductive, or deductive methods. Techniques are specific classroom activities that implement methods, like brainstorming, mind mapping, and using rewards/punishments. The document emphasizes that techniques must be consistent with the chosen method and approach to create an effective hierarchical teaching framework.
Laboratories are wonderful settings for teaching and learning. It utilizes raw data or material things to produce better understanding of the subject matter. It is a method of learning by doing. It provides students with opportunities to think about, discuss, and solve real problems.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
The Complete List of Teaching Methods and Strategies.pdfChloe Cheney
ย
Here is a complete list of teaching methods are strategies. Knowledge of both is essential to building a career in the teaching field. Learn this all and how to prepare for a lecture.
The document describes a deductive approach to teaching language. It begins with presenting rules to learners, then examples of those rules, and finally practice applying the rules. This is a teacher-centered approach compared to an inductive method where learners derive rules from examples themselves. The deductive approach dictates grammatical structures and rules to students first before having them apply the rules in examples. It starts with presenting a rule followed by examples of that rule.
Principles Underlying Drill and Review MethodsBPSource
ย
This document discusses the drill method and review techniques for teaching and learning. It provides details on:
1. The drill method involves repetition to automatize responses and is a method of habit formation. Key aspects include controlling conditions, measuring results, and adapting to individual needs.
2. Review strengthens learning, organizes facts, and checks understanding, while drill develops skills through repetition.
3. Effective review is planned, motivates retention through various methods, and relates old and new material to promote gradual growth. The purpose is to fix knowledge and assess teaching and learning.
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
The document provides information about inquiry-based learning from the Department of Education. It defines inquiry-based learning as a student-centered pedagogy where students' questions and observations are central to the learning experience. The key aspects are learning stimulated by inquiry, student-centered approach, self-directed learning, and an active learning process. The document also discusses different levels of inquiry from limited confirmation to open inquiry. It introduces the 5E learning model for inquiry-based teaching comprising engage, explore, explain, elaborate, and evaluate stages.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of โLearning by doingโ. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
This document outlines the goals and procedures for laboratory work in education. It discusses:
- The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities.
- Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills.
- Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed.
- Benefits are that students learn by doing and develop observation, reasoning, and scientific thinking, while disadvantages include time and cost ineffectiveness.
The laboratory method of teaching utilizes hands-on learning with real objects and data to give students a better understanding of course material. It involves defining a problem, gathering information through observation and experimentation, forming a hypothesis, collecting and analyzing data, and drawing conclusions. The key aspects are learning by doing, using reality instead of symbols, and developing scientific skills like observation, reasoning, and applying the scientific method. Some advantages are that students directly engage with materials, better develop problem-solving abilities, and gain experience that can translate to real-life situations. However, it can be more time-consuming and resource-intensive than other methods of instruction.
Expository teaching is a direct instruction strategy where the teacher presents academic content to students through lecture. Key aspects of expository teaching include the teacher presenting clear and concise information in a logical progression, using examples to illustrate concepts, and checking for student understanding through questions. The structure of expository lessons helps students focus on the topic and determine what information is most important.
This document discusses two teaching methods: the discovery method and the inquiry method. The discovery method involves students solving problems and making hypotheses with minimal teacher guidance. The inquiry method is student-centered and focuses on asking questions, with the teacher acting as a facilitator. Both methods are active and student-centered, aiming to develop skills like critical thinking, but can be time consuming. Key phases of the inquiry method include interaction, clarification, and questioning.
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True โ false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
The document provides guidance on effective classroom management for teachers. It discusses organizing the classroom in a structured or flexible way, with options for individualized and group settings. Good time management is key, including scheduling lessons, activities, and having filler tasks ready. Teachers must also keep records of attendance and student progress. Maintaining a clean, well-lit classroom environment and implementing different seating arrangements can enhance learning. Establishing clear expectations and applying positive discipline techniques helps promote student success. Routine procedures provide security and help accomplish learning goals.
This document discusses various methods of teaching science, including both teacher-centered and pupil-centered approaches. Teacher-centered methods include lecture, lecture-demonstration, and demonstration. Pupil-centered methods focus more on students and involve laboratory work, assignments, discussions, and the heuristic method which encourages discovery learning. The document provides details on how to effectively implement many of these methods in the classroom.
Inductive method by Anna Mapeth EvangelistaBSEPhySci14
ย
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
The demonstration method is a teaching technique where the teacher models a process or skill for students to observe. It stimulates interest, illustrates points efficiently, provides a change of pace from lecture-based teaching, and offers a model for learning specific skills. There are different types of demonstrations, including pure demonstrations that are purely visual, demonstrations with commentary that combine visual and verbal instruction, and participative demonstrations where students attempt parts of the demonstrations. Effective demonstrations require careful planning, practice, developing an outline, ensuring all students can see, introducing the topic, encouraging questions, and follow up.
The document discusses different teaching approaches, methods, and techniques. It defines an approach as a set of beliefs about learning that guide classroom practices. Some key approaches mentioned are teacher-centered, learner-centered, interactive, and constructivist. A method is a systematic plan for instruction, such as direct, inductive, or deductive methods. Techniques are specific classroom activities that implement methods, like brainstorming, mind mapping, and using rewards/punishments. The document emphasizes that techniques must be consistent with the chosen method and approach to create an effective hierarchical teaching framework.
Laboratories are wonderful settings for teaching and learning. It utilizes raw data or material things to produce better understanding of the subject matter. It is a method of learning by doing. It provides students with opportunities to think about, discuss, and solve real problems.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
The Complete List of Teaching Methods and Strategies.pdfChloe Cheney
ย
Here is a complete list of teaching methods are strategies. Knowledge of both is essential to building a career in the teaching field. Learn this all and how to prepare for a lecture.
The document describes a deductive approach to teaching language. It begins with presenting rules to learners, then examples of those rules, and finally practice applying the rules. This is a teacher-centered approach compared to an inductive method where learners derive rules from examples themselves. The deductive approach dictates grammatical structures and rules to students first before having them apply the rules in examples. It starts with presenting a rule followed by examples of that rule.
Principles Underlying Drill and Review MethodsBPSource
ย
This document discusses the drill method and review techniques for teaching and learning. It provides details on:
1. The drill method involves repetition to automatize responses and is a method of habit formation. Key aspects include controlling conditions, measuring results, and adapting to individual needs.
2. Review strengthens learning, organizes facts, and checks understanding, while drill develops skills through repetition.
3. Effective review is planned, motivates retention through various methods, and relates old and new material to promote gradual growth. The purpose is to fix knowledge and assess teaching and learning.
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
The document provides information about inquiry-based learning from the Department of Education. It defines inquiry-based learning as a student-centered pedagogy where students' questions and observations are central to the learning experience. The key aspects are learning stimulated by inquiry, student-centered approach, self-directed learning, and an active learning process. The document also discusses different levels of inquiry from limited confirmation to open inquiry. It introduces the 5E learning model for inquiry-based teaching comprising engage, explore, explain, elaborate, and evaluate stages.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of โLearning by doingโ. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
This document outlines the goals and procedures for laboratory work in education. It discusses:
- The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities.
- Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills.
- Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed.
- Benefits are that students learn by doing and develop observation, reasoning, and scientific thinking, while disadvantages include time and cost ineffectiveness.
The laboratory method of teaching utilizes hands-on learning with real objects and data to give students a better understanding of course material. It involves defining a problem, gathering information through observation and experimentation, forming a hypothesis, collecting and analyzing data, and drawing conclusions. The key aspects are learning by doing, using reality instead of symbols, and developing scientific skills like observation, reasoning, and applying the scientific method. Some advantages are that students directly engage with materials, better develop problem-solving abilities, and gain experience that can translate to real-life situations. However, it can be more time-consuming and resource-intensive than other methods of instruction.
Expository teaching is a direct instruction strategy where the teacher presents academic content to students through lecture. Key aspects of expository teaching include the teacher presenting clear and concise information in a logical progression, using examples to illustrate concepts, and checking for student understanding through questions. The structure of expository lessons helps students focus on the topic and determine what information is most important.
This document discusses two teaching methods: the discovery method and the inquiry method. The discovery method involves students solving problems and making hypotheses with minimal teacher guidance. The inquiry method is student-centered and focuses on asking questions, with the teacher acting as a facilitator. Both methods are active and student-centered, aiming to develop skills like critical thinking, but can be time consuming. Key phases of the inquiry method include interaction, clarification, and questioning.
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True โ false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
The document provides guidance on effective classroom management for teachers. It discusses organizing the classroom in a structured or flexible way, with options for individualized and group settings. Good time management is key, including scheduling lessons, activities, and having filler tasks ready. Teachers must also keep records of attendance and student progress. Maintaining a clean, well-lit classroom environment and implementing different seating arrangements can enhance learning. Establishing clear expectations and applying positive discipline techniques helps promote student success. Routine procedures provide security and help accomplish learning goals.
This document discusses various methods of teaching science, including both teacher-centered and pupil-centered approaches. Teacher-centered methods include lecture, lecture-demonstration, and demonstration. Pupil-centered methods focus more on students and involve laboratory work, assignments, discussions, and the heuristic method which encourages discovery learning. The document provides details on how to effectively implement many of these methods in the classroom.
The document discusses a learning episode focused on classroom management. It includes an overview of intended learning outcomes, which are to plan how to manage time, space, and resources to provide an appropriate learning environment. Performance criteria include the quality of observation, analysis, reflection in documentation. Learning essentials discuss establishing clear rules and procedures, involving students in rule design, and reinforcing positive behavior. The student's map outlines steps to observe a class, document components, analyze structure and behavior, and reflect on management's impact. Tools include observation guides. The analysis examines how organization affects behavior and which strategies motivate students. Reflection imagines rules for high schoolers. Theory is integrated by identifying effective behavior management strategies.
Field study two Outcome โ Based Learning Experience1may jumayao
ย
The document discusses principles of effective teaching and learning. It describes a teacher's lesson on the reproductive system, where she reviewed the previous lesson, taught the new material, answered student questions, gave a quiz, and provided feedback. Ten principles of effective teaching are listed, such as motivating students, providing feedback, and enabling students to construct new knowledge. Several teaching situations are presented and matched with the appropriate learning principles, such as connecting new content to prior knowledge and engaging students in varied tasks. The conclusion emphasizes that learning is gradual, self-driven, involves thinking and feeling, and is needed throughout life.
This document describes different teaching methods including demonstration/performance, discussion, and case study. It provides details on how each method is conducted and their advantages and disadvantages. Demonstration/performance involves illustrating a skill or principle with a concrete example. Discussion allows for an exchange between the instructor and students on course topics. Case study follows a real-life situation step-by-step to illustrate a general principle through analysis of specific details. The document suggests ways to maximize the effectiveness of each method, such as preparing demonstrations and keeping discussions focused.
1. The document discusses different methods for teaching commerce, including the lecture method.
2. It describes the lecture method as one of the oldest teaching methods where the teacher actively presents content to passive students through clarification, explanation, and questioning.
3. While lectures can effectively deliver information, memorization may be short-term unless supplemented with examples, student engagement, and connecting to prior knowledge. Effective lectures are well-organized, concise, and leave a clear impression on students.
1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students closely, and address misbehavior promptly.
3. In addition to behavior management, teachers must also effectively manage instruction time, academic work, motivation, classroom arrangement, and communication to create an organized learning environment.
1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students to address misbehavior promptly, and carefully plan instruction, activities, and use of classroom time.
3. Proper classroom arrangement, motivation of students, communication between teachers and students, and management of academic works and student behavior are important aspects of classroom management considered by teachers.
1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students closely, and address misbehavior promptly.
3. In addition to behavior management, teachers must also effectively manage instruction time, academic work, motivation, classroom arrangement, and communication to create an organized learning environment.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
ย
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
This document defines tutorials and their purpose in distance education. Tutorials are compulsory and involve face-to-face meetings between small groups of students and a tutor. The main purpose of tutorials is to help students become independent learners by providing guidance, answering questions, and allowing discussion of problems. Tutorials can take various forms, including scheduled meetings and use of electronic media. They provide personal support and feedback to motivate students and help them prepare for exams.
educational technology and communication in educationBensiB
ย
The document discusses the flipped classroom model of education. In a flipped classroom, students learn new content at home by watching video lectures. Class time is used for applying concepts, group work, discussions, and personalized guidance from the teacher. This reverses the traditional model where content is presented in class and homework is individual practice. The document outlines various flipped classroom models and discusses benefits like flexible learning and increased teacher-student interaction time.
This document discusses different teaching methods used in education, including lectures, demonstrations, and group discussions. It provides definitions and concepts for each method, as well as their purposes, components or steps, advantages, and disadvantages. Specifically, it describes lectures as teacher-centered with passive students, used to present content and stimulate thinking. Demonstrations are used to visually explain concepts and procedures through exhibition. Group discussions allow for active sharing of knowledge and experiences among students to problem-solve.
This document discusses various teaching methods including lectures, demonstrations, group discussions, seminars, and symposiums.
[1] The lecture method involves a teacher actively presenting content to passive students. It aims to achieve cognitive objectives but lacks emphasis on problem solving. [2] Demonstration shows students how to perform skills and explains concepts through visual examples. It correlates theory with practice. [3] Group discussions allow students to share knowledge and develop team skills, but not all students may participate equally.
Teaching practice- I Observation report writing-8607-B.ED-DAY 01-AIOUEqraBaig
ย
This document provides information and guidelines for the Teaching Practice-I course. It includes:
- A description of the course which involves supervised classroom experience to develop observational skills. Students will observe and evaluate classroom experiences and be evaluated by a mentor teacher.
- Learning outcomes which are to observe and evaluate classrooms, make observations of school activities, and complete observation reports.
- An outline of the course components which are a workshop, two-week school internship, and two observation reports. The workshop prepares students for observations and the internship allows students to work in a school under a mentor teacher.
1. The document discusses effective classroom management strategies presented by Mr. Keo Chhorthong and Mr. Kong Matta at ACLEDA Institute of Business.
2. It outlines establishing a conductive learning environment through optimizing the physical and psycho-social aspects of the classroom. It also discusses enhancing positive student behavior through implementing clear rules and routines.
3. Building rapport with students is also covered as an important part of effective teaching. Strategies for rapport include knowing students, modeling good behaviors, and creating classroom synergy.
4. The presenters emphasize that effective teaching requires a repertoire of knowledge including content knowledge, knowledge of students and practices, and teaching skills. Professional development is important for acquiring and
1) The document discusses innovative teaching methods and qualities of a good teacher. It describes how traditional teaching using blackboards is being replaced by more computer-aided and digital methods to improve learning.
2) Some innovative teaching techniques discussed are using educational videos, improved classroom technology like tablets, and interactive learning through group projects. The document also describes a "spaced learning" method involving repeated lesson summaries with distractor activities.
3) The document outlines qualities of good teachers as guiding students, encouraging creativity and skills, and adapting to diverse learners through involvement and alternative teaching methods. It also categorizes different types of teachers such as new, disciplined, friendly, and experienced teachers.
The document discusses various teaching methods including discussion, case study, simulation, and pair/small group work. For discussion, the key points are that it allows for active student involvement, processing of ideas, and practice formulating questions. However, it is not effective for conveying factual information and can be time consuming without direction. For case studies and simulations, the advantages are greater student involvement and application of principles to realistic scenarios. Pair/small group work actively engages students in problem solving and learning from each other.
Microteaching is a technique used to train teachers by having them teach short lessons to small groups. It was developed in 1963 and allows teachers to practice and improve specific teaching skills like questioning, explaining, and stimulating student participation. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons until skills are mastered. Key benefits are that it builds teacher confidence, allows refinement of skills, and provides expert supervision and feedback to support professional development.
This document discusses teaching methodology and the elements of an instructional system. It outlines 10 key elements: specifying objectives, selecting content, assessing student entry behavior, learning strategies, classroom organization, allocating time, allocating learning spaces, selecting resources, evaluating performance, and providing feedback. The role of the teacher is also discussed, including being the designer of the instruction program, having subject matter expertise, writing objectives, choosing resources and techniques creatively, and assessing/evaluating teaching.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
ย
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
ย
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Decolonizing Universal Design for LearningFrederic Fovet
ย
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
Creativity for Innovation and SpeechmakingMattVassar1
ย
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
How to Create User Notification in Odoo 17Celine George
ย
This slide will represent how to create user notification in Odoo 17. Odoo allows us to create and send custom notifications on some events or actions. We have different types of notification such as sticky notification, rainbow man effect, alert and raise exception warning or validation.
Information and Communication Technology in EducationMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
3. What is a Supervised study lesson?
โข It is one whose purpose is
to teach children how to
study a given subject
effectively.
โข It directs the students in
the use and mastery of the
best techniques of efficient
study.
4. In essence in the supervised study lesson:
1.The pupil is taught the techniques
of learning.
2.The teacher acts as guide in the
various study procedures.
3.This guidance takes place in the
classroom.
5. Need for Supervised Study
Observation shows that there is a need for
supervised study lessons even in college for a
number of reasons.
1. Many students of the failures and
dropouts in school are due to poor study
habits.
2. Many homes do not have proper study
conditions.
3. There are improved techniques to study
that need to be taught to students.
4. Weak students especially need supervised
study.
6. Forms of Supervised Study Lessons
1. Individual supervised study. A child is
supposed to graduate to unsupervised
study when he has learned the
techniques of study.
2. Group Study. The group is first
supervised by the teacher. (a) they do
not waste time and (b) the
composition of the group is right.
3. Study with books, people, or things.
Study has been associated with book
learning.
7. Another classification of supervised study.
1.The double-period plan. One period is devoted to the
recitation and the other period to supervised study of
the next dayโs lesson.
2.The divided period plan. Divided into two halves, first
half for recitation and the other half for supervised
study.
3.The daily-extra-period plan. It is done at the end of
the day by the addition of an extra period.
8. 4. The library-study plan. It has two phases. The semi-
library study-hall situation. The departmental study
where students get assistance by departments.
5. The flexible divided period. This is the same as the
divided period plan except that the time division is
more flexible.
6. The flexible supervised-study plan. The above plans
do not lend themselves to present-day methods like
the unit with its long unit assignment of several
days.
9. A modern classification of the supervised study.
1.The study period. The teacher should see to it that
pupils start to work right away, and that they do
not do any visiting or chatting.
2.Programmed instruction. It makes use of
programmed textbooks and teaching machines.
3.Science laboratories. Laboratory work is always
supervised.
10. Techniques of Supervised Study
โข The success of the supervised study depends a great deal
upon the teacher who will train and guide the pupils on
how to study.
โข The physical setting should be conducive to study.
โข Distractions should be removed.
โข All necessary tools and equipment for study should be
available.
โข The teacher should instruct the class to skim and get a
general idea of the lesson.
11. โข The class should be told to note the important topics.
โข The teacher should avoid giving too much assistance but
should always be available when needed.
โข Skillful questioning instead of direct help will guide pupils to
self-activity.