This document discusses three autocratic teaching methods: lecture method, demonstration method, and tutorial method.
The lecture method involves one-way communication from teacher to students and works best for introducing new topics or factual information to large groups. However, it risks boring students and lacks interactivity.
The demonstration method shows students how to perform skills or experiments. It is well-suited when equipment is expensive, dangerous for students to use, or multiple experiments are sequenced. Demonstrations work best when followed by student activities.
The tutorial method involves one-on-one or small group question and answer sessions between a teacher and students. It is personalized but expensive and risks over-identifying students with their tutor.
"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
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
"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
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
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGYAnitaGupta91
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Heuristic Method, Introduction of Heuristic method, Principles of Heuristic Method, Techniques to adopt in heuristic method, Role of teacher, Merits, Limitation, suggestions, conclusion
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGYAnitaGupta91
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Heuristic Method, Introduction of Heuristic method, Principles of Heuristic Method, Techniques to adopt in heuristic method, Role of teacher, Merits, Limitation, suggestions, conclusion
Method of teaching- lecture is the most common method of teaching.It is effective for imparting knowledge up to comprehension level but less effective for higher cognitive levels.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
As technology advances and becomes more capable, there are many new teaching styles coming into play. There's a lot of 'new and improved' to be seen, but it's important to remember that sometimes, newer isn't always better.
The word 'lecture' has gotten a bad rap over the years, but in truth, a traditional lecture is still one of the most effective and natural ways of conveying information, and it has stood the test of time through all conceivable models of teaching, across generations, cultures, and ideologies.
We repeatedly turn to lectures because they work. When students settle into a lecture--not in a state of boredom or annoyance, but attentive listening and willingness to learn--the lecture model provides a steady flow of information that students can learn and grow from. By allowing themselves to become immersed in the words of their educators, students activate a powerful mental state that opens them up to retaining new ideas, contemplating the presented information, and expanding their own thinking processes.
As technology advances and becomes more capable, there are many new teaching styles coming into play. There's a lot of 'new and improved' to be seen, but it's important to remember that sometimes, newer isn't always better.
The word 'lecture' has gotten a bad rap over the years, but in truth, a traditional lecture is still one of the most effective and natural ways of conveying information, and it has stood the test of time through all conceivable models of teaching, across generations, cultures, and ideologies.
We repeatedly turn to lectures because they work. When students settle into a lecture--not in a state of boredom or annoyance, but attentive listening and willingness to learn--the lecture model provides a steady flow of information that students can learn and grow from. By allowing themselves to become immersed in the words of their educators, students activate a powerful mental state that opens them up to retaining new ideas, contemplating the presented information, and expanding their own thinking processes.
The uninterrupted nature of lectures creates a momentum within the subject at hand. Providing students with the setting for a lecture, and then delivering it effectively, helps to prevent distractions from learning and generate the momentum necessary .
This PowerPoint provides a thorough overview of the conventional lecture-and-discussion teaching approach. It elucidates the process, benefits, and drawbacks of the approach.
This presentation will be helpful for students of Teacher Education programs like D.El.Ed., B.Ed., M.Ed.
and CTET, NET,SET aspirants. This will also help teachers to use the method effectively in class. They may explore the dynamic and interactive approach of the Lecture-Cum-Discussion Method in this comprehensive presentation. This method combines traditional lecturing with interactive discussions to foster a more engaging and participatory learning environment.
Key topics covered include:
Introduction to the Lecture-Cum-Discussion Method: Understand the fundamentals and the pedagogical principles behind this teaching strategy.
Benefits for Students and Educators: Learn how this method enhances student engagement, critical thinking, and retention of information while providing teachers with valuable insights into student understanding.
Implementation Strategies: Discover practical tips and best practices for effectively integrating discussions into lectures, including structuring sessions, asking open-ended questions, and managing classroom dynamics.
Challenges and Solutions: Identify common challenges faced when using this method and explore strategies to overcome them to ensure a smooth and productive learning experience.Interactive Elements: Engage with interactive elements designed to provide a hands-on understanding of how to facilitate discussions within a lecture framework.
This presentation is ideal for educators, trainers, and academic professionals seeking to enhance their teaching techniques and create a more dynamic and inclusive classroom environment. Join us in mastering the art of combining lectures with discussions to transform your educational approach and significantly impact student learning outcomes.
1. AUTOCRATIC METHODS OF TEACHING: LECTURE METHOD DEMONSTRATION METHOD TUTORIAL METHOD AFSAL .PK M.Ed 2010-2011 PONDICHERRY UNIVERSITY SCHOOL OF EDUCATION
3. LECTURE METHOD According to James Michael Lee “a lecture is a pedagogical method whereby a teacher formally delivers a carefully planned expository address on some particular topic” Main facts considered as the oldest teaching method a teacher centered teaching method involving one way communication based on the philosophy of idealism
58. There must be an element of curiosity, anticipation or surprise associated with the demonstration
59.
60. 3.The Tutorial Method Main facts This method of teaching was said to be invented by Socrates. It sprang from the character of the Greek people who loved asking questions and arguing them out. This was done by asking the student a series of questions. In the process of answering questions on the part of the student, he was made to realize that knowledge and truth were in the student's own power to find, if he cares to search long enough and hard enough. It is in the combination of these two assumptions, namely: the critical method and the positive purpose of self assertion, where the essence of the tutorial method lies
61.
62. It permits the learner to acquire a gradual, orderly and sequential progression from a broad and relatively simple level to one of much greater depth and complexity
63. It makes possible immediate feedback, thereby promoting the learner's motivation
65. It trains oral presentation, articulation and intellectual self-defense.
66.
67. It may unnecessarily foster unhealthy identification of the learner with the tutor.
68.
69. 1.Small Group Tutorial The tutor takes a small group of students, about five to seven Each student takes turn to prepare and to present his written report orally The other students, led by the tutor, will fire questions, comments and queries towards the student charged with the presentation
70.
71. The other students will listen to the presentation, make notes of his references and follow up by further reading
72.
73.
74. Each panelist prepares a sub-part in a subject in some depth and then presents it before the class
75. The panel chairman participates to keep the discussion to the point, to invite silent class members to talk or to give an occasional summary to suggest how the discussion has progressed