3. 1-Introduction.
2- Definitions of terms related to teaching learning process.
3-Principles of Effective Teaching& learning process.
4-Principles of learning.
5-Aspects of the teaching-learning process.
6-Information Processing
Outline
4. 4
Introduction
What is Teaching
• A process of interacting
• The process of engaging students in
activities that will enable them to
acquire the knowledge, skills, as well
as worthwhile values and attitudes.
5. Definition
TEACHING APPROACH
It is a set of principles, beliefs, or
ideas about the nature of learning
which is translated into the
classroom.
6. EXAMPLES OF TEACHING
APPROACHES
TEACHER-CENTERED LEARNER-CENTERED
SUBJECT-MATTER CENTER LEARNER-CENTERED
TEACHER DOMINATED INTERACTIVE
“BANKING” APPROACH CONSTRUCTIVIST
DISCIPLINAL INTEGRATED
INDIVIDUALISTIC COLLABORATIVE
INDIRECT, GUIDED DIRECT
8. PRINCIPLES OF TEACHING
•Principle of using previous knowledge
•Principle of providing for individual difference
•Principle of readiness
•Principle of meaningfulness
•Principle of defining specific objectives of the lesson
•Principle of proceeding from simple to complex
•Principle of proceeding from concrete to abstract
•Principle of proceeding from general to specific
•Principle of proceeding from known to unknown
9. Guiding Principles in the Selection and Use of
Teaching Strategies:
Learning is an active process.
We have to actively engage the learners in learning
activities if we want them to learn what we intend
to teach.
Research shows
75% retention rates in learning by doing
90% retention rates learning by teaching others
10. Guiding Principles in the Selection and Use of
Teaching Strategies:
The more senses that are involved in learning, the
more and the better the learning.
/
13. Planning Phase includes decision like:
• The needs of the learner
– Objectives: articulate the knowledge and skills the students should
acquire at the end of the course.
– Assessment check the degree to which the students are meeting the
learning objectives
– Instructional strategies foster student learning towards the objectives
• The achievable goals & objectives to meet the
needs
– Objectives should guide the selection of assessment, cannot be not
vague
• Selection of the content to be taught
– At the end of the course the student should be able to do _______
14. Planning Phase includes decision like:
• Motivation to carry out the goal
– Focus on concrete actions and behaviors allowing us to make the
student learning explicit and communicates to student the kind of
intellectual efforts we expect from them
• Approach most fit to carry out the goals
– Specify strategies by fixing targets to be achieved that leads to the
desired goals.
• Evaluation process to measure learning
outcome.
– Define tools for assessment and measurements of the outcomes of
the course such as direct methods, indirect methods. For example
Alumni survey, Employer survey, student exit survey, course exit
survey, project evaluation, course evaluation.
15. Considerations in planning
• Learner
•Availability of materials
•Time requirement of particular activity
•Strategy need to achieve the objective
16. Implementation phase
• Based on the objective, implementation means
to put into action the different activities in order
to achieve the objectives through the subject
matter.
• Interaction of the teacher and learner is
important in the accomplishment of the plan
• Use of different teaching style and strategy are
included in this phase
17. Evaluation phase
• A match of the objective with the learning
outcome will be made
• Answers the question if the plans and
implementation have been successfully
achieved
• Feedback
18. Basic assumptions
• That teaching is goal oriented with the change
of behaviour as the ultimate end
• That teaching is a rational and a reflective
process
• That teachers by their actions can influence
learners to change their own thinking or desired
behaviour, thus teaching is a way of changing
behaviour, through the intervention of the
teacher
19. Good teaching is .......
•One that is well planned & where activities are
interrelated to each other
•Goes beyond recall of information
•One that provide learning experiences or
situation that will ensure understanding,
application and critical thinking
One where the learner is stimulated to think
and reason and apply
20. Learning as a process of learning
To teach, is to make
someone to learn...
21.
22. Principles of Learning
• Defined as a change in an individual’s
behavior caused by experiences or
self activity
• Implies that learning can only
happen through the individuals
activity or his own doing
• Can be intentional or unintentional
23. Two principal types of learning
process
• Behavioural learning theories
• Cognitive learning theories
24. Behavioural Learning Theory
• Emphasizes observable behaviour such as new
skills, knowledge, or attitudes which can be
demonstrated
• Observable and measurable
• If the individual has changed behaviour, he
has learned
25. Cognitive Learning Theory
• Concerned with human learning in which
unobservable mental processes are used to
learn and remember new information or
acquired skill
• Related to concept of meaningful learning
through cognitive models
26.
27. Three model of teaching anchored
on cognitive learning theory
• Discovery learning of Jerome Bruner
• Reception learning of David Ausubel
• Events of Learning of Robert Gagne
28. Discovery learning
• States that the individual learns from his own
discovery of the environment
• Learners are inherently curious, thus they can
be self motivated until they find answers to the
problem
• Gave rise to the emerging theory of
constructivism and self-learning
• Learning is flexible, exploratory, and
independent
29. Reception Learning
• Though learners are inherently curious, they
may not be able to know what is important or
relevant and they need external motivation in
order to learn
• Also emphasize that prior learning is
important in order to learn new things and
because knowledge continuously changes
once it is in the learner’s mind
30. Events of learning
(eight internal events)
1. Motivation phase – the learner must be motivated to
learn by expectation that learning will be rewarding
2. Apprehending phase – learner stands or pay
attention if learning has to take place
3. Acquisition phase – while learner is paying attention,
the stage is set and the information presented
4. Retention phase – newly acquired information must
be transferred from short term to long term memory
31. Events of .......
5. Recall phase – recall previously learned information;
to learn to gain access to what has been learned is
a critical phase in learning
6. Generalization phase – transfer of information to
new situations allows application of the learned
information in the context in which it was learned
7. Feedback phase – students must receive feedback
on their performance - assessment
32. SUMMATIVE ASSESSMENT
The goal of summative assessment is
to evaluate student learning at the end of an
instructional unit by comparing it against some
standard or benchmark.
Summative assessments are often high
stakes, which means that they have a high
point value.
Examples of summative assessments include:
• term exam
• practical/assignments/final project
• semester end exams
33. FORMATIVE ASSESSMENT
The goal of formative assessment is
to monitor student learning to provide ongoing
feedback that can be used by instructors to
improve their teaching and by students to
improve their learning. More specifically,
formative assessments:
• help students identify their strengths and
weaknesses and target areas that need work
• help faculty recognize where students are
struggling and address problems immediately.
34.
35. If I can not
learn the way
you teach,
will you
teach me the
way I can
learn?
Content
Background information
Summary
Personal resources and goals
The product or service
The market
Sale and marketing plan
Management & organisation
Development of the business
Budgets
Financial requirements
Appendices
