Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Upcoming SlideShare
10 mhk d
10 mhk d
Loading in …3
×
1 of 16

Microteaching set induction

26

Share

Download to read offline

Related Books

Free with a 30 day trial from Scribd

See all

Related Audiobooks

Free with a 30 day trial from Scribd

See all

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

×