32. VAT?
I feeling We feeling
External Motivation Internal Motivation
They will be broken from outside They will be broken from inside
Single Skill Many Skills
They will say NO for all They will say YES for all
Waiting for opportunities Creating Opportunities
Ordinary
Teacher
Value
Added
Teacher
40. The National Curriculum
Framework (NCF, 2005 )
• cooperation,
• respect for human rights,
• tolerance,
• justice,
• responsible citizenship,
• diversity,
reverence towards democracy and peaceful
conflict resolution
41. To make sensible choices on SITUATIONS based on
• values of equality
• values of integrity
• values of democracy
• values of freedom and
• values of human rights
45. What should do for nurturing values
?
Value
Appreciation
MC
P(2)
EE
MV
P(3)
SE
OR
P(4)
OE
EW
P(1)
TE
46. Reproducing Seeking meaning
Dualism Relativism
Expanding awareness through a broader, integrative conception
Conceptions of knowledge - Perry 1970
Conceptions of learning -SŠljŠ, 1979
Pivotal
position
Awareness of
knowledge
as
provisional
Acquiring
factual
information
Evidence used
to reason
among
alternatives
Multiple
perspectives -
opinions of
equal value
Knowledge
as absolute,
provided by
authorities
Changing
as a person-
sense of identity
Memorising
what has
to be learned
Applying
and using
knowledge
Understanding
the meaning for
oneself
Threshold
Recognising & using
differing forms of
knowledge and
learning processes
Commitment to
a personal,
reasoned
perspective
Seeing things in
a different way
49. Behavioural Learning Theory
Emphasizes observable behaviour such as
new skills, knowledge, or attitudes which
can be demonstrated
Observable and measurable behaviour
50. 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
51. Three models of teaching anchored on
Skills
Events of Learning of Robert Gagne
Reception learning of David Ausubel
Discovery learning of Jerome Bruner
52. Teaching Approaches for Ethics
TEACHER-CENTERED LEARNER-CENTERED
SUBJECT-MATTER CENTER LEARNING-CENTERED
TEACHER DOMINATED INTERACTIVE
“BANKING” APPROACH CONSTRUCTIVIST
DISCIPLINAL INTEGRATED
INDIVIDUALISTIC COLLABORATIVE
INDIRECT, GUIDED DIRECT
53.
54. Self Regulation Strategies :
POME
P repare
O rganize
M onitor
E valuate
environmental structuring
organizing & transforming
keeping records, monitoring;
reviewing tests
self evaluation
55. P S P D
P – Prediction
S - Sustainability
P - Profit
D – De-Risking
56. G O S S A U
Gathering
Organization
Storing
Sharing
Analyzing
Utilizing
57. INTERNALIZING THE VALUES
Known Problems
1
Known Solutions
Known Problems
3
System wide reforms
Known Problems
4
Scaling the Peak
Known Problems
2
Unknown Solutions
62. 9 Ps (SUCCESS TRILLIANT)
Passion
Positive
performanc
e
perseveranc
e
people
perspective
Principles
Patriotism
and
personality
63. PITFALLS TO AVOID
Complacency
Ignoring people
Forgetting names
Lack of Interaction
Common belief on all
persons
Lack of appreciation
Ingratitude
Being rude and
sarcastic pride
Vanity
Arrogance
Anger
Jealously
Procrastination
Indecision
Criticism
64. If I can not
understand
the way you teach,
will you teach me
the way I can learn?
65. OUT OF CLASSROOM
Destination (Envisioning the lg.desired for
Students)
Anticipation Fascination (wanting to cultivate sense of
fascination to the subject matter)
Motivation (seeking fuel students motivation
to learn further)
66. Classify the knowledge as
Procedural Knowledge
Decorative Knowledge
Episodic Knowledge
Holistic Knowledge
Wisdom
68. DELIVERY STYLE (EXECUTION OF
IDEAS)
Clarity Authenticity Outlining Transitions
Relevancy
Humour Voice modulation Liveliness
Variety Energy Eye contact Spontaneity
A proper close Repetition An open forum
(if necessary)