the art of science of teaching

1. The Art and Science of
Teaching

2. Activity 1.
•Talk about this a class and discuss
how you go about teaching in a
classroom (teaching procedure)
•What is/are emphasized?
•What is/are overemphasized?
•What is/are underemphasized?
•What is/are not emphasized?

3. 1. Transmission-
The transmission instructional model is a
teacher-centered teaching and learning model.
The teacher's role is to design lessons
aimed at predetermined goals
- Presentation of knowledge and skills are
in a predetermined order,
- students' tasks are to passively acquire
teacher-specified knowledge and skills

4. 2. Transaction-
- refers to a shift in perspective in
the study of teaching.
- Rather than focusing on
individual elements of the teaching
process, this model challenges
educators to view teaching as a
holistic process.

5. 2. Transaction-
The teacher may need to create
lesson plans and syllabi within the
framework of the given curriculum since
the teacher's responsibilities are
to implement the curriculum to meet
student needs

6. 3. Transformation
- Transformational teaching refers to
the expressed or unexpressed goal to
increase students’ mastery of key course
concepts while transforming their
learning-related attitudes, values, beliefs,
and skills.

7. 3. Transformation
- Transformational teaching as a
process involves creating dynamic
relationships between teachers, students,
and a shared body of knowledge in a way
that promotes student learning and personal
growth.

8. TEACHING IS AN ART

9. Teaching as an Art
Is primarily an expression of
the emotional content of a
person through which he
communicates his feelings and
aspirations at a point in time and
space.

10. INSTRUCTOR LEARNER
Instructional Nature of Communication
Both teaching and learning involve personal
commitment. They are not merely the mechanical
transmission and acquisition of information and subject
content.

11. INSTRUCTOR LEARNER
Instructional Nature of Communication
The ability to transfer a learned principle or skill to
applications in new situations cannot simply be assumed
to occur automatically; rather is to be taught.

12. INSTRUCTOR LEARNER
MESSAGE
Instructional Nature of Communication

13. INSTRUCTOR LEARNER
MESSAGE MEDIUM
Instructional Nature of Communication

14. INSTRUCTOR LEARNER
MESSAGE MEDIUM
METHOD
Instructional Nature of Communication

15. TEACHING IS SCIENCE……..

16. FOCI….
The context of teaching
The goals of teaching
The difference between work
and a learning environment
Teaching Techniques
Evaluation Techniques

17. What science teaching does for
the Students?
It provides an understanding of
how students learn and why it is
critical that teaching-learning be
designed and delivered correctly.
It teaches the students an
exceptionally effective
instructional model

18. What science teaching does for
the Students?
It teaches the students the
principles and techniques of
effective delivery.
It provides the students an
opportunity to appreciate the
art and science of teaching.

19. OVERVIEW OF SCIENCE
TEACHING
• It looks at traditional
classroom practices and the
beliefs and practices it is built
on.
•It discusses the context of
teaching

20. Part 1. Patterns of Perception
• How teachers perceive
themselves in the
classroom?

21. Part 11. The learning strategies
• What teaching
methods/ techniques
do you use in the
classroom?

22. Part III. Connecting with the students
• What instructional
design do you use in
the classroom?

23. THECONTEXTOF TEACHING
Question 1.
How appropriate are
teachers’ assignments?

24. THECONTEXTOF TEACHING
Question 2.
Ability grouping: Does it
solve or create more
problems?

25. THECONTEXTOF TEACHING
Question 3.
Are there any new
teaching methods?

26. THECONTEXTOF TEACHING
Question 4.
What do we know
about well managed
classrooms?

27. DOMAIN KNOWLEDGE

28. DOMAIN KNOWLEDGE
TEACHING PROCESS

29. DOMAIN KNOWLEDGE
TEACHING PROCESS
BELIEF SYSTEMS

30. DOMAIN KNOWLEDGE
TEACHING PROCESS
TRANSACTIONAL
FLEXIBILITY
BELIEF SYSTEMS

31. DOMAIN KNOWLEDGE
TEACHING PROCESS
TRANSACTIONAL
FLEXIBILITY
BELIEF SYSTEMS

32. Techniques
in Classroom
Management

33. •Planned Ignoring
•Signal interference
•Proximity control
•Interest boosting
•Humor
•Hurdle lessons

34. •Restructure the program
•Routine
• Direct Appeal
• Removing seductive objects
• Antiseptic bouncing
• Physical restraint

35. THECONTEXTOF TEACHING
Question 5.
How much time should be spent
for effective learning?
Transition Time vs. Successful time

36. THECONTEXTOF TEACHING
Question 6.
Teacher efficacy: How can
teachers make a difference?

37. THECONTEXTOF TEACHING
Question 7.
How do we raise the
comprehension skills of
students?

38. THECONTEXTOF TEACHING
Question 8.
How does schooling and
reduction affect the linguistics
competence of learners?

39. THECONTEXTOF TEACHING
Question 9.
Bilingual instruction: Does it
improve communication skills of
students?

40. THECONTEXTOF TEACHING
Question 10.
What are the challenging
misconceptions in teaching?

42. Education: Forging Ahead
•The context (Global and Local)
•The need
•The current status of teachers

43. The global context
•Interdependence
•On-line learning / distance
education
•International standard
•The emerging equivalence and
mutual recognition

44. The national context
•The quality of teachers
•Alternative modes of teacher education
•Quality control and quality assurance
issues

45. THE NEED
• the teachers who are globally
competent, committed to national
development and morally
principled.
•Educators who are able to teach,
touch and transform

46. THE CURRENT STATUS OF
TEACHERS
• The actual competence
•Lack of experience and lack of
expertise
• Teacher profile
•Training and development
•Limited support of outside salaries

47. THE DESIRED CHARACTERISTICS OF
A TEACHER
• well trained and well exposed
•Is global in outlook
•Continues to ask and explore
•Challenges the norm
•See technology as an integral part to
teaching-learning

48. “A teacher is one
who knows, goes
and shows the
way.”