Microteaching set induction

27,044 views

Published on

Published in: Education, Technology
2 Comments
8 Likes
Statistics
Notes
No Downloads
Views
Total views
27,044
On SlideShare
0
From Embeds
0
Number of Embeds
18
Actions
Shares
0
Downloads
301
Comments
2
Likes
8
Embeds 0
No embeds

No notes for slide

Microteaching set induction

  1. 1. Set Induction  Set induction is also called anticipatory set.  Steps taken by a teacher to begin a lesson or other classroom activity.  To introduce topic and get students focused and interested in the days lesson.  When the learners are set, they are ready to learn.  It is about getting ready and induced into the right frame or mind-set to learn.  Concerned with the ways of introducing the teaching and learning process.
  2. 2. Why Set Induction?  To arrest or gain the attention of the learners and prepare them into a state of readiness.  To motivate the learners and get them interested in the lesson.  To get students focused or think on what is to be learned.  To suggest an approach of the lesson.
  3. 3. Why Set Induction? (2)  To establish a link between what students had known before and what is introduced, moving from old to new materials and linking of the two.  To establish a framework to assess the impact and effectiveness of a lessons  To give meaning to a new concept or principle, such as giving examples.
  4. 4. Ways to Good Set Induction Attention Gaining Method o Perform or do something o Do nothing o Start talking in low tone o Eyes focus on students with disruptive behaviour.
  5. 5. Ways to Good Set Induction (2) Interest Method  Ask perplexing question: For example, if you are given N10,000000 how are you going use it to establish an IT business?  Show specimens, samples or real objects,  Present a case study,  Show pictures,  Give demonstration
  6. 6. Ways to Good Set Induction (3) Putting the lesson in Context  Ask questions to assess prior knowledge/skills  Review previous lessons and link them to what is to be learnt in class  Give them learning objectives
  7. 7. Ways to Good Set Induction (3) Advance Organizers: A cognitive strategy proposed by Ausubel, allows the learner to recall and transfer prior knowledge to the new information being presented. Advance Organizers examples are:  A simple statement  A mind-map  A handout  A humble story or anecdote
  8. 8. Closure  Everything has a beginning and an end.  Closure, is indispensable in teaching.  Any lesson that is not closed does not have its full effects on the learners.  A teacher begins the lesson with set induction and ends with closure.  Closure is concerned with the ways of closing the teaching and learning process.
  9. 9. Kinds of Closure Instructional closure: instructional closure is reached when the lesson is completed and the teacher shows the link between past knowledge and the new knowledge. Cognitive closure: cognitive closure is reached when the students have reached closure and have made the link between old and new knowledge. Social Closure: social closure is the act of giving pupils a feeling of achievement after a lesson and encouraging them to continue to strive and make improvements.
  10. 10. Ways to Good Closure Structure and making links  Link to the instructional objectives  Link to the advance organizers  Links with familiar materials  Value of the lesson
  11. 11. Ways to Good Closure (3) Follow up Resources Provide information on relevant resources that can be complementary for the lesson:  Textual  Video  Audio  Multimedia
  12. 12. Ways to Good Closure (2) Reviewing and summarizing Reviewing Reiteration of key points, recapitulating Revising or reviewing the lesson Summarizing Teacher: The teacher summarises the major points and Students: Get the students to summarise the major points or concept.
  13. 13. Ways to Good Closure (3) Evaluate the lesson  Ask questions to elucidate for information on students’ learning gain.  Involve students in activities, e.g.  Use new concepts of ideas,  Dramatization.  Demonstrate newly acquired skills,  Express opinions about the value of what was done.  Give follow up assignments to assist students in “chaining” of contents.
  14. 14. Mudasiru Olalere Yusuf (PhD) Department of Educational Technology, University of Ilorin, Nigeria E-mail: moyusuf@unilorin.edu.ng; lereyusuf@yahoo.com; Facebook: http://www.facebook.com/mudasiruoy Twittter: @moyusuf Blog: http://wordpress.com/#!/my-blogs/ (2013) 15
  15. 15. Thank You

×