Activity Based Learning & Active Learning Methodology
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The document discusses a new teaching method introduced in Tamilnadu that involves grouping children vertically with 4 students each from grades 1 through 4. This vertical grouping has advantages such as older children helping younger ones, encouraging cooperation over competition, and providing a solution for multi-grade classrooms. The method involves teachers introducing topics and then having children read independently, discuss in groups, create mind maps to depict concepts, and ensure each child can understand and explain the ideas with the teacher acting as a facilitator rather than conveyor of information.
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Activity Based Learning
Activity based learning involves using activities as the base for the educational process to actively engage students in learning. Some key points:
- It began gaining popularity during World War 2 with pioneers like David Horsburgh incorporating activities like music, carpentry and gardening into the curriculum.
- There are different types of activities used in ABL like role playing, debates, experiments, field trips and discovery learning to explore concepts hands-on.
- ABL is beneficial for students as it allows them to learn better through direct experience in their environment and when they participate and learn on their own.
Skill of explaining (ishrat naaz)
The document discusses the skill of explanation in teaching. It defines explanation as showing relationships among concepts, ideas, events or phenomena. Explanation involves selecting appropriate statements to interrelate ideas and using those statements to bring about understanding. Good explanation skills include using an introductory statement, concluding statement, explaining links, and testing student understanding, while undesirable behaviors involve irrelevant statements, lack of continuity or fluency. The document also categorizes explanations as interpretive, descriptive or reason-giving and provides guidance on developing explanation skills.
Model of Teaching
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
Lecture cum demonstration Method
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Information processing model file 2
The Synectics Model is an approach to developing creativity designed by William J.J. Gordon that involves joining together different and unrelated elements. It uses integration of diverse individuals in a group setting to engage in creative problem solving and metaphorical thinking. The model has four key characteristics: creativity can be learned, the creative process is understandable, invention is similar across fields, and individual and group creativity are alike. The Advance Organizer Model of Teaching proposed by Ausubel links new information to prior knowledge to facilitate learning through meaningful connections between concepts. It requires well-organized material and a competent teacher to guide differentiation of new and old knowledge.
Supervised study
Supervised study involves individual or small group instruction led by a teacher to help students learn course material and study skills. It can take various forms, such as a teacher staying after class to help students or employing special teachers to work with students. Organizing periods to split time between theoretical lessons and practical work or assigning students tasks to complete during library periods are other methods. Supervised study aims to address the needs of heterogeneous classrooms and help weaker students by bringing students closer to teachers and the learning process.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Introducing a lesson
The document discusses the skill of introducing a lesson. It defines introduction as making an attempt to create interest in teaching and establish rapport with learners. The objectives of introduction are to prepare students mentally, focus attention on content, assess prior knowledge, and create curiosity. When introducing a lesson, teachers should not start directly but be casual, write the date and subject clearly, and avoid revealing the title. Components of introduction include testing prior knowledge through questioning, using teaching aids to arouse interest, and having students declare the topic. The document provides examples of introductions in mathematics and social sciences.
Recommended
Activity Based Learning
Activity based learning involves using activities as the base for the educational process to actively engage students in learning. Some key points:
- It began gaining popularity during World War 2 with pioneers like David Horsburgh incorporating activities like music, carpentry and gardening into the curriculum.
- There are different types of activities used in ABL like role playing, debates, experiments, field trips and discovery learning to explore concepts hands-on.
- ABL is beneficial for students as it allows them to learn better through direct experience in their environment and when they participate and learn on their own.
Skill of explaining (ishrat naaz)
The document discusses the skill of explanation in teaching. It defines explanation as showing relationships among concepts, ideas, events or phenomena. Explanation involves selecting appropriate statements to interrelate ideas and using those statements to bring about understanding. Good explanation skills include using an introductory statement, concluding statement, explaining links, and testing student understanding, while undesirable behaviors involve irrelevant statements, lack of continuity or fluency. The document also categorizes explanations as interpretive, descriptive or reason-giving and provides guidance on developing explanation skills.
Model of Teaching
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
Lecture cum demonstration Method
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Information processing model file 2
The Synectics Model is an approach to developing creativity designed by William J.J. Gordon that involves joining together different and unrelated elements. It uses integration of diverse individuals in a group setting to engage in creative problem solving and metaphorical thinking. The model has four key characteristics: creativity can be learned, the creative process is understandable, invention is similar across fields, and individual and group creativity are alike. The Advance Organizer Model of Teaching proposed by Ausubel links new information to prior knowledge to facilitate learning through meaningful connections between concepts. It requires well-organized material and a competent teacher to guide differentiation of new and old knowledge.
Supervised study
Supervised study involves individual or small group instruction led by a teacher to help students learn course material and study skills. It can take various forms, such as a teacher staying after class to help students or employing special teachers to work with students. Organizing periods to split time between theoretical lessons and practical work or assigning students tasks to complete during library periods are other methods. Supervised study aims to address the needs of heterogeneous classrooms and help weaker students by bringing students closer to teachers and the learning process.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Introducing a lesson
The document discusses the skill of introducing a lesson. It defines introduction as making an attempt to create interest in teaching and establish rapport with learners. The objectives of introduction are to prepare students mentally, focus attention on content, assess prior knowledge, and create curiosity. When introducing a lesson, teachers should not start directly but be casual, write the date and subject clearly, and avoid revealing the title. Components of introduction include testing prior knowledge through questioning, using teaching aids to arouse interest, and having students declare the topic. The document provides examples of introductions in mathematics and social sciences.
Group Controlled Instruction
This document discusses Group Controlled Instruction (GCI) which organizes instructional activities in groups where students interact with each other. It describes the importance of GCI in developing skills like critical thinking and cooperation. There are two main types of GCI: Group Interactive Sessions (GIS) which involve intellectual discussion of topics; and Group Activities involving teamwork. The document outlines the steps to conducting effective GIS, including assigning roles, preparing students, and providing structured discussion and feedback. It also discusses other cooperative learning methods like group investigations and projects that allow students to work together to solve problems or create finished products.
Advance Organizer Model
The Advance Organizer Model proposed by David Ausubel focuses on meaningful learning through strengthening students' cognitive structures. It involves presenting introductory material called advance organizers before new content to explain and relate it to prior knowledge. There are two types of advance organizers - expository which provide overviews at a high level of abstraction, and comparative which differentiate new from old concepts. The model has implications for curriculum design through its principles of progressive differentiation and integrative reconciliation.
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Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Teaching skills
The document discusses teaching skills and their importance in applying educational methods and managing classroom activities. It defines teaching skills as instructional techniques used by teachers to facilitate learning and bring about changes in students. Some basic teaching skills mentioned are introducing a lesson, explaining concepts, asking probing questions, encouraging student participation, maintaining attention, and writing on the blackboard. Effective classroom management is also highlighted as an important teaching skill that helps create a positive learning environment through discipline, empathy, and strong student-teacher relationships.
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This document discusses Group Controlled Instruction (GCI) which organizes instructional activities in groups where students interact with each other. It describes the importance of GCI in developing skills like critical thinking and cooperation. There are two main types of GCI: Group Interactive Sessions (GIS) which involve intellectual discussion of topics; and Group Activities involving teamwork. The document outlines the steps to conducting effective GIS, including assigning roles, preparing students, and providing structured discussion and feedback. It also discusses other cooperative learning methods like group investigations and projects that allow students to work together to solve problems or create finished products.
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The Advance Organizer Model proposed by David Ausubel focuses on meaningful learning through strengthening students' cognitive structures. It involves presenting introductory material called advance organizers before new content to explain and relate it to prior knowledge. There are two types of advance organizers - expository which provide overviews at a high level of abstraction, and comparative which differentiate new from old concepts. The model has implications for curriculum design through its principles of progressive differentiation and integrative reconciliation.
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Maharashtra state in India has introduced a new Evaluation system -CONTINUOUS COMPREHENSIVE EVALUATION for stds.1 to 8 from 20-08-2010.
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Thank you for the feedback. I will work on providing more concise multi-sentence summaries in the future.
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Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
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The document discusses teaching skills and their importance in applying educational methods and managing classroom activities. It defines teaching skills as instructional techniques used by teachers to facilitate learning and bring about changes in students. Some basic teaching skills mentioned are introducing a lesson, explaining concepts, asking probing questions, encouraging student participation, maintaining attention, and writing on the blackboard. Effective classroom management is also highlighted as an important teaching skill that helps create a positive learning environment through discipline, empathy, and strong student-teacher relationships.
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It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
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The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
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This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
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The document discusses various types of instructional plans including year plans, unit plans, lesson plans, and resource units. It provides the meaning and steps for developing each type of plan. A year plan involves organizing the curriculum into units and scheduling time for instruction. A unit plan includes selecting and analyzing a unit, determining objectives, and selecting teaching aids and evaluation. Developing a lesson plan requires stating objectives, indicating learning experiences, specifying instructional aids, and proposing evaluation strategies. A resource unit is a comprehensive collection of materials and activities on a topic prepared by subject experts.
Diagnostic teaching and remedial teaching
The document discusses diagnostic teaching and remedial teaching. It explains that diagnostic testing helps identify student strengths and weaknesses, informs curriculum planning, and guides instruction. The stages of diagnostic testing include preparing a blueprint, reviewing and editing tests, and creating a model answer scheme. Remedial teaching is important as it provides corrective measures, makes students aware of weaknesses, improves performance, and removes learning deficiencies. Various remedial teaching strategies are discussed such as group teaching, self-learning, buddy teaching, individual teaching, and class teaching.
Continuous and Comprehensive Evaluation
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Advance organizer model
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
Year plan
This document discusses the importance of creating a yearly plan for teaching. It notes that planning is essential for any activity, including teaching, to be conducted efficiently and effectively. A yearly plan lays out instruction for the entire academic year, dividing the subject into meaningful clusters and topics organized by month, week and class periods. Key factors to consider in a yearly plan include the number of units to be taught, objectives, topic arrangement, methodology, available resources, and coordination with other subjects. The plan should consider seasonal variations and arrange simple concepts before complex ones. Objectives, activities, periods, and a tracking system are suggested for organizing the plan.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
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The document discusses the functions and key features of good science textbooks. It states that textbooks should aim to develop critical thinking skills in students. Some important functions include developing understanding of concepts, inculcating scientific attitude, illustrating concepts with real-world examples, and motivating students to investigate and discover new knowledge. Good textbooks are also well-organized, cover the entire syllabus, include thought-provoking questions and assignments, and provide references for further reading. They have clear printing and illustrations to help visualize abstract ideas.
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1. T
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This document discusses teaching skills, including defining teaching skills as behaviors aimed at facilitating student learning to achieve objectives. It notes that professional teachers should identify and practice all needed skills through training. Teaching skills make the class active and effective by helping achieve objectives, presenting topics simply to enhance learning. Dr. Passi identified 13 important teaching skills such as writing objectives, introducing lessons, questioning techniques, explaining, using examples, varying stimuli, non-verbal communication, reinforcement, participation, using the blackboard, closure, and recognizing attention. Teaching skills are crucial as they define a teacher's activity and help create an effective learning environment where students can gain knowledge.
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Classroom assessment is used to understand students' knowledge and learning needs. It involves gathering and interpreting information about students' attainment of learning goals. In the transmission-reception (behaviorist) model of education, student learning is assessed through observable behaviors that demonstrate the replication of knowledge provided by the teacher. However, constructivism posits that learning is an active process of generating new knowledge from experiences. Therefore, assessment in the constructivist model is qualitative and evaluates how students structure and process knowledge, using methods like concept mapping and continuous, formative assessment.
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Learning and Its Nature.pptx
Learning is defined as a relatively permanent change in behavior resulting from experience. It is a process through which individuals acquire knowledge, attitudes, and skills needed to adapt to life. Learning results from both direct experiences and observing others, and it is influenced by prior knowledge. It is a continuous, lifelong process that occurs through practice and leads to adjustments in behavior. Effective learning takes place through active participation and collaboration with others.
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The document discusses different ways to classify research based on data type, purpose, and method. Research can be classified as either quantitative or qualitative based on whether it uses numerical data that can be measured or qualitative data such as opinions. Quantitative research aims to quantify data while qualitative research provides descriptive details. Research can also be classified as fundamental, applied, or action-oriented based on its purpose. The methods used to conduct research can include historical, philosophical, experimental, or descriptive survey approaches.
Experimental designs
Viewing the presentation will provide you an idea of the different experimental research designs that could be employed in an experimental research.
Experimental method
The experimental method allows researchers to determine cause and effect relationships by manipulating independent variables and observing their impact on dependent variables under controlled conditions. Key aspects of experimental methods include establishing control over confounding variables, using randomization and replication, and ensuring internal and external validity. While powerful, experimental methods also have limitations in social sciences due to difficulties controlling all relevant factors and measuring variables.
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This document discusses variables and scaling techniques in educational research. It defines a variable as anything that can take on different values. Variables can be quantitative or qualitative. Quantitative variables are numeric measurements and can be discrete or continuous. Qualitative variables are non-numeric categories and can be nominal or ordinal. The document also discusses types of variables involved in experimental research like independent, dependent, confounding, intervening, and extraneous variables. It explains different measurement scales like nominal, ordinal, interval, and ratio scales and their properties. Nominal scales use numbers for identification only while ordinal scales allow ranking. Interval and ratio scales have equal intervals between numbers and ratio scales also have an absolute zero point. The key to selecting appropriate variables and scales
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Piaget's theory of cogntive development
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Insight Learning
Cognitive and humanistic theories of learning focused on insight learning, cognitive development, and self-actualization. Theories included Piaget's stages of intellectual development, Kolb's learning styles, and Maslow and Rogers' theories on self-actualization and fully functioning people. Bruner's theory proposed three stages of cognitive development - the enactive, iconic, and symbolic modes - which correspond to developing representations from actions to images to symbols like language. Bruner believed education should facilitate discovery learning and problem solving appropriate to a child's cognitive maturity.
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Specific learning objectives describe what students will be able to do after instruction. They should be student-oriented, observable, and describe a learning outcome rather than a teaching activity. Well-written objectives meet SMART criteria by being specific, measurable, achievable, realistic, and time-bound. Specific learning objectives provide feedback to evaluate curriculum and teaching methods, and show if institutional goals are being achieved. There are three main types of objectives: cognitive, which increase knowledge; affective, which change attitudes; and psychomotor, which build physical skills.
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The document discusses Minimum Levels of Learning (MLL), which were proposed in India in 1978 to lay down minimum standards of learning that all students should achieve. It provides background on the development of MLL over time, including the goals of defining learning outcomes, ensuring all children reach a minimum level of literacy before finishing primary school. Key principles of MLL discussed are that they should be achievable, communicable, evaluable and follow a learning continuum. The document also addresses reducing curriculum overload and focusing on basic competencies and skills.
Play Way Technique - An Effective Learning Tool
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The document discusses constructivism and modern teaching concepts. It explains that constructivism views the learner as constructing knowledge rather than receiving it from the teacher. The teacher acts as a facilitator rather than dispenser of knowledge. A constructivist classroom is active, evolving, constructed, reflective, inquiry-based, and collaborative. The document outlines differences between traditional and constructivist teaching, including how the curriculum is approached and the role of the teacher and students. It provides a sequence for constructivist teaching and discusses transforming education beyond traditional models.
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- 8. • 40 Children – 10 each from classes 1 to 4. • Advantages of vertical grouping: – Older children become guide and helper for younger ones. – Encourages cooperation rather than competition. – Solution for multi grade classroom
- 13. Introduced in all the Upper primary classes in Tamilnadu
- 14. Teacher introduces the topic Children read the lesson on their own with sufficient time provided. Discuss among themselves in groups and ask clarifications Depict the concept in the form of mind map Each child able to understand, query and to explain a concept
- 15. • Class works in small and large groups for discussions. • Teacher is the facilitator of learning than the conveyor of information
- 17. • Set the context • Watch over interactions • Help students to internalize intentions of the academic programme. • Ensure effective teaching-learning process. • Find solutions to unusual events and problems
- 18. • Introducing the content • Understanding the content • Reading the content • Constructing mind maps • Summarizing • Assessment • Revisiting the content