Pedagogical analysis of contents of physical science

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pedagogical analysis is very important in teaching of various contents becuase it make the teaching job easier.

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Pedagogical analysis of contents of physical science

  1. 1. PEDAGOGICAL ANALYSIS OF CONTENT OF PHYSICAL Science<br />
  2. 2. PEDAGOGICAL ANALYSIS OF CONTENT OF PHYSICAL science<br />
  3. 3. PEDAGOGICAL ANALYSIS OF CONTENT OF PHYSICAL science<br />
  4. 4. PEDAGOGICAL ANALYSIS OF CONTENT OF PHYSICAL science<br />
  5. 5. PEDAGOGICAL ANALYSIS OF CONTENT OF PHYSICAL science<br />
  6. 6. Objectives <br />To carry teaching activity as smoothly as possible<br />To ensure maximum output in terms of expected behavioral outcomes<br />
  7. 7. Pillars of Teaching<br />
  8. 8. Pillars of Effective Teaching<br />
  9. 9. Elements of Pedagogical Analysis<br />
  10. 10. Format of Pedagogical analysis<br />1. Content analysis<br />Split the whole chapter into various sub unit <br />The basis should be sub concepts , not periods<br />Arrange the sub concepts hierarchically <br />Select one sub concepts<br />Brief summary of that sub concepts<br />
  11. 11. 2. Framing of Behavioral Objectives<br />Format of Pedagogical analysis<br />Behavior<br />Covert <br />Overt<br />
  12. 12. Writing objectives in behavioral term<br />It consists of two parts<br />The modification part– it represents the behavioral changes that are designed to occur in the behavior of the learner through the related instruction of learning experiences<br />The content part- it refers to the syllabus in particular and to the curriculum in general through desire changes is expected<br />
  13. 13. Follow Bloom’s Taxonomy<br />Format of Pedagogical analysis<br />Bloom’s Taxonomy<br />Cognitive Domain<br />Affective Domain<br />Psycho motor Domain<br />
  14. 14. Cognitive Domain<br />Knowledge<br />Comprehension or understanding<br />Application<br />Analysis<br />Synthesis<br />Evaluation<br />
  15. 15. Affective Domain<br />Receiving<br />Responding<br />Valuing<br />Organizing<br />Characterizing<br />
  16. 16. Reflex movement<br />Basic fundamental movement<br />Physical movements<br />Perceptual abilities<br />Skilled movements<br />Non discursive communications<br />Psychomotor Domain<br />
  17. 17. Commonly used BO in classroom<br />Knowledge objectives<br />Understanding objectives<br />Application objectives<br />Skill objectives <br />They all are measurable or quantifiable<br />
  18. 18. Common action verb used in knowledge objectives under cognitive domain<br /> To define<br /> To tell after recall or remember<br /> Common action verb used in Understanding objectives under cognitive domain<br /> To Explain<br /> To Illustrate<br /> To give example<br /> To distinguish etc<br />Format of Pedagogical analysis<br />
  19. 19. Common action verb used in Application objectives under cognitive domain<br /> To apply<br /> To verify<br /> To give example<br />Common action verb used in skill objectives under psycho motor domain<br /> To draw diagram<br /> To perform experiments<br />Format of Pedagogical analysis<br />
  20. 20. 3. Selection of teaching strategies<br /> a) Methods to be used<br /> b) Teaching learning material and their <br /> uses<br /> c) Probing questions and their answer<br /> d) worksheet<br />Format of Pedagogical analysis<br />
  21. 21. Format of Pedagogical analysis<br />4. Evaluation<br />Use Criterion Reference Test (CRT)<br />a) Make a specification table<br /> b) Use only VSA or SA type question <br /> c) Frame scoring key <br />
  22. 22. Thankyou<br />

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