Education, Teaching and Teacher Preparation, Objectives of Teaching, Teaching Methods, Problem Based Learning, Co-operative and Collaborative Learning, Constructivist Paradigm,

1. Sameer Babu M, Ph. D
Assistant Professor
Department of Education, AMU Centre, Malappuram
While Scaffolding Towards a
‘Better Teaching’...

2. Let’s Have a self reflection?!
 Teacher
 Taught
 Climate of the Classroom
 Tools and Techniques (Methods include)
 Evaluation to be followed

3. Teaching...
 Of course, agency of curriculum transaction
 Again questions-
What,
Why,
When, and
How

4. Triangular relation
 Objectives and Focuses
 Learning Experiences
 Evaluation
Reflect on these

5. Yes! The focus is fruitful
learning
 What it is... (various connotations)
 Modification of behaviour through
experience
 Relatively permanent change in
behaviour as a result of experience
 Acquisition of knowledge, habits and
attitudes

6. Characteristics of Learning
 Process
 Organisation of experiences
 Change in behaviour
 Purposeful and goal directed
 Active
 Universal
 Transferable
 Discovery

7. Why does an Organism learn?
 Motivation
 Goal
 Obstacles
 Various responses-apt one
 Integration and generalization-further
processing

8. Theories: What do they focus
on?
 Behaviourism: Learning is defined by outward
expression of new behaviours, Biological basis of
learning, Context independent learning
 Cognitivism: Knowledge is stored cognitively a
symbols, Connecting using symbols. Piaget’s
cognitive process

9.  Social Leaning: Observation and
sensory experiences
 Constructivism: Search for meaning,
Contextualized
 MI: People are born with 8 intelligences-
verbal-linguistics, visual-spatial, logical-
mathematical, kinaesthetic, musical,
naturalistic, interpersonal, and
intrapersonal

10. Learning Styles
 Visual Learners:
Seeing.
They have a good sense of colour
Trouble with spoken directions
and sometimes misinterpret the
directions

11. Forms of Learning
PROBLEM BASED
 It is a total approach to education. It is both
curriculum and a process
 Curriculum consists of carefully selected and
designed problems that demands from the
learner acquisition of critical knowledge, problem
solving proficiency, self directed learning
strategies, and team participation skills.
 Process replicates the commonly used
systematic approach to resolve problems or meet
the challenges that are encountered in life and
career.

12.  In PBL- An opportunity to discover something at
the developmental level as the problem scenario
unfolds.
Applying the steps of problem solving
 Finding a problem
 Representing and defining the problem
 Felt need of a solution
 Exploration of various strategies
 Act upon
 Evaluation and matching
 Selection/rejection

13. PBL
 Co-operation
 Collaboration
 Sharing
 Problem Group of 8-15
 Tutor
 Social skills
(problem analysis, framing
questions, answering, sharing,
concluding)

14. Co-operative Learning
 Cooperative learning involves students working
together in small groups to accomplish shared
goals
 Promotes Socialization and facilitates meaningful
learning
 Reading and writing achievements among middle
school children
 Understanding and problem solving in higher
grades
 Help students learn to manage conflicts, and
 Help bullies to learn appropriate interpersonal

15. Other Strengths
 Improved self-esteem
 Safe learning environment for children with
special needs
 Better classroom success rates
 Preventing many social issues among
students Eg: ???
 Sharing of ideas and perspectives, give
and receive help, seeking ways of
resolving difficulties, and actively working
to construct new understandings and
learning

16. ...
 Positive independence exists
among group members
 Promotive interaction is encouraged
 Individual accountability
 Interpersonal and small group skills
are employed
 Group processing is practiced-
processes, approaches

17. Precautions...
 Ensure groups are well structured
 Interesting and relevant task
 Preparation and planning
 How do teachers dialogue with
students
 Motivate their interest
 Promote student-student interaction
 Socially appropriate interaction,

18. Collaborative Learning
 Loosely structured
 No monitoring
 Not well planned
 No skills are taught
 Tutor has less role
 Voluntary assignments and product
submission
 Evaluation not strict

19. Constructivist Strategy
 Observation and scientific study
 Learning is search for meaning
 Meaning requires understanding of whole and parts
 To teach well it is needed to understand the mental
model of students
 Purpose of learning is not to say right or wrong
but to construct one’s own meaning.
“Seeing examples, speaking about it, trying it
yourself”

20. And...
Tr. asks good questions
Lr. active
Classroom is reflective
Collaborative situation

21. Reflective Practice
 Reflective teachers are expert teachers
 Care everyone, dialogue, co-operative
practice, take time for hearing each
student, etc.
 Three Essentials: Ethic of caring,
Constructivist approach, artistic problem
solving
 Constructivist approach- relate what is
said and what they have experienced (My
teaching and their intention should be
correlated)
 Artistic problem solving- teachers will be

22. Research-based
 We should have our own
 May be a blend/an eclectic approach
 Spirit determines
 Do you have your own style?
 Then.???

23.  End of the First Session...
 Thank you for the maintained
setting