Brainstorming विचार-मंथन
•Download as PPTX, PDF•
0 likes•590 views
Brainstorming विचार-मंथन
Report
Share
Report
Share
Recommended
Learner Profile and Steps to Develop a Learner Profile
The document discusses various assessment practices and records used to evaluate student learning, including learner profiles, evaluation rubrics, and cumulative records. It explains learner profiles involve developing a comprehensive profile of each student that identifies their strengths, needs, and goals. Evaluation rubrics are used to construct assessments and evaluate student work. Cumulative records track student progress over time. The document also discusses principles of assessment reform, including continuous and comprehensive evaluation (CCE), choice-based credit systems (CBCS), and open book examinations. Finally, it provides guidance on creating personalized learner profiles, such as focusing on helping students understand themselves as learners and allowing students to track their own progress and set goals.
Curriculum: Meaning, Definition, Principles, Aims and Components.
The document discusses the meaning, definitions, principles, and components of curriculum. It defines curriculum as a course of study in a school and as the content, planned activities, learning outcomes, and experiences of students. It provides definitions from Cunningham and Caswell & Campbell. It outlines 10 principles of curriculum construction, including being child-centered, relating to life, utilizing creative powers, incorporating play and work, being useful, encompassing total experience, and knowledge of culture. The 4 major components of curriculum are objectives, methods, content, and evaluation approaches.
Knowledge base of teacher Education from view point of T.S. Schulman
This slide gives understanding of Knowledge base as per teacher education and discusses knowledge base given by Schulman
Educational philosophy - Teacher's Role in Indian Society
Sociological determinants of education – Teachers' role in strengthening integrated and cohesive forces
Skill of reinforcement
The document discusses the skill of reinforcement in teaching. It defines reinforcement as strengthening the connection between a stimulus and response. There are different types of reinforcement including positive and negative reinforcement using verbal and non-verbal methods. The skill of reinforcement is important as it increases student learning, motivation, attention, and participation when applied properly through praise, encouragement, and acknowledging correct responses. Effective reinforcement involves using a variety of reinforcement strategies at appropriate times to strengthen desirable behaviors and responses from students.
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.
Aims and objectives of education
Every educational institution must cater service to the young minds with the promises to carry forward with much vigor and fervor that every child is a best citizen in making. It also must keep in mind its aims and objectives to scale greater heights in providing and nurturing the whole child. With the right mixture of academics and personal care to give a sure footing for a great future.
Recommended
Learner Profile and Steps to Develop a Learner Profile
The document discusses various assessment practices and records used to evaluate student learning, including learner profiles, evaluation rubrics, and cumulative records. It explains learner profiles involve developing a comprehensive profile of each student that identifies their strengths, needs, and goals. Evaluation rubrics are used to construct assessments and evaluate student work. Cumulative records track student progress over time. The document also discusses principles of assessment reform, including continuous and comprehensive evaluation (CCE), choice-based credit systems (CBCS), and open book examinations. Finally, it provides guidance on creating personalized learner profiles, such as focusing on helping students understand themselves as learners and allowing students to track their own progress and set goals.
Curriculum: Meaning, Definition, Principles, Aims and Components.
The document discusses the meaning, definitions, principles, and components of curriculum. It defines curriculum as a course of study in a school and as the content, planned activities, learning outcomes, and experiences of students. It provides definitions from Cunningham and Caswell & Campbell. It outlines 10 principles of curriculum construction, including being child-centered, relating to life, utilizing creative powers, incorporating play and work, being useful, encompassing total experience, and knowledge of culture. The 4 major components of curriculum are objectives, methods, content, and evaluation approaches.
Knowledge base of teacher Education from view point of T.S. Schulman
This slide gives understanding of Knowledge base as per teacher education and discusses knowledge base given by Schulman
Educational philosophy - Teacher's Role in Indian Society
Sociological determinants of education – Teachers' role in strengthening integrated and cohesive forces
Skill of reinforcement
The document discusses the skill of reinforcement in teaching. It defines reinforcement as strengthening the connection between a stimulus and response. There are different types of reinforcement including positive and negative reinforcement using verbal and non-verbal methods. The skill of reinforcement is important as it increases student learning, motivation, attention, and participation when applied properly through praise, encouragement, and acknowledging correct responses. Effective reinforcement involves using a variety of reinforcement strategies at appropriate times to strengthen desirable behaviors and responses from students.
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.
Aims and objectives of education
Every educational institution must cater service to the young minds with the promises to carry forward with much vigor and fervor that every child is a best citizen in making. It also must keep in mind its aims and objectives to scale greater heights in providing and nurturing the whole child. With the right mixture of academics and personal care to give a sure footing for a great future.
Seminar heci.hrdc,ncte,kshec
The document discusses several national and state level agencies that manage teacher education in India. At the national level, this includes the Higher Education Commission of India (HECI), which regulates higher education institutions and can impose penalties if institutions violate its norms. The Human Resource Development Council (HRDC) works to promote quality in higher education through teacher training programs. The National Council for Teacher Education (NCTE) regulates teacher education institutions and sets norms and standards for programs. At the state level in Kerala, the Kerala State Higher Education Council (KSHEC) acts as a coordinating body and has established centers for research, curriculum development, and human resource development.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Curriculum transaction
This document discusses curriculum transaction, which involves effectively planning and implementing curriculum contents based on listed aims and objectives, and providing learning experiences for students. It involves clear planning, organization, implementation, review, teamwork, communication, time management, and understanding students. Curriculum transaction is based on factors like social philosophy, national needs, course structure, exams, government, human development theory, and committee recommendations. It requires active contributions from students, teachers, parents, administrators, and writers, and the intended curriculum is transformed through these interactions from its idealized design in actual classrooms.
Construction & Organization of Curriculum
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
TPCK
The document discusses the importance of teachers developing techno-pedagogical skills and competencies in the 21st century. It defines key concepts like techno-pedagogy, technological pedagogical content knowledge (TPACK), and the skills needed by teachers to effectively integrate technology into their teaching practice. TPACK provides a framework to understand the types of knowledge needed for technology-enhanced learning and the interplay between technological knowledge, pedagogical knowledge, and content knowledge.
Forms of knowledge
This document defines and discusses different types of knowledge. It begins by defining knowledge as facts, information, and skills acquired through experience or education, as well as understanding of a subject gained through familiarity. It notes that knowledge is meaningful relationships between facts. It then discusses the importance of knowledge and some characteristics like its ability to grow and never decay. The document outlines two main types of knowledge: a priori knowledge gained independently of experience, and a posteriori knowledge gained through empirical observation and experience. It concludes by advocating for universities and libraries to take a leading role in knowledge management.
Meaning and nature of educational technology
This document discusses the history and definition of educational technology. It provides the following key points:
1. Educational technology has existed since the 19th century in the form of educational toys and learning tactics, but its widespread use began in the 1920s with teaching machines.
2. Educational technology is defined as the "systematic application of scientific knowledge about teaching learning and conditions of learning to improve the efficiency of teaching and training."
3. It involves using scientific knowledge in practical educational tasks and systematically applying science to improve education.
Research in teacher education
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
concentric approach of organizing curriculum
The concentric circles approach to organizing content involves introducing a subject matter over multiple years, with elementary knowledge provided in introductory years and more advanced knowledge added each subsequent year. A topic is broken into sub-topics that are allotted to different classes based on difficulty. This allows steady, gradual coverage of a topic from basic to full knowledge. It is considered a psychologically sound approach that maintains student interest through revision and presentation of small portions over time to create lasting impressions. Teachers must take care that topics are neither too long nor too short each year.
Selection of content
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
Hilda taba’s inductive thinking model
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
TLM.pptx
The present slide speaks about teaching-learning materials that we are using in the classrooms. Edger Dale's Cone, Projected and Non-projected aids, Traditional TLMs are explained in this slide.
Individualized instruction
This document provides information on programmed instruction and learning. It defines programmed instruction as a systematic, step-by-step, self-instructional program to ensure learning of stated behaviors. The key aspects discussed include:
- Content is broken into small, easy steps called frames arranged sequentially. Learners get immediate feedback.
- Principles include small steps, active responding, reinforcement, self-pacing, and evaluation.
- Types include linear, branched, mathetics rules-based, and computer-assisted programming.
- Branched programming allows learners to choose paths based on responses and includes remedial frames for incorrect answers.
Forms of Educational Technology
Instructional technology is a subset of educational technology concerned with instruction and achieving specific learning objectives. It analyzes content by dividing it into elements that can be presented independently in a logical sequence with appropriate reinforcement. Instructional technology assumes content can be broken down, external learning conditions can be created, and students can learn at their own pace without a teacher. It helps teachers and learners by setting objectives, choosing instructional materials, media and methods, creating an optimal learning environment, and facilitating evaluation.
Programmed instruction
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
Functions of NCERT and MSCERT
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
NUEPA
It is a study of National University of Educational Planing and Administration. This paper consist of NUEPA's mission, vision, objective, function, and the work it has done. It is a collaborative work of G. Ghaus, A. Panchal, M. Mumtaz A., S. Maan, Luqman Ali, Satyam Chandan and Tauheed Ahmad. All are students of M.Ed. (2015-17) Department of Educational Studies, Jmaia Millia Islamia, New Delhi.
This paper will help those who want to study about NUEPA.
PRESENTATION ON IEDSS (2009-10)
Power Point Presentation on IEDSS (2009-10)-The scheme of inclusive education for disabled at secondary stage (IEDSS) 2009-10.
GROUP CONTROLLED INSTRUCTION.pdf
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
Inquiry Training Model-Models of Teaching
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
REFERENCING, CITATION.pptx
The document discusses referencing and citation styles. It provides definitions of citations and explains their purposes, which include avoiding plagiarism and allowing readers to verify sources. The document outlines several common referencing styles like APA, MLA, Chicago and their origins. It also compares the key differences between APA and MLA formats for formatting papers, in-text citations, references, and citing various sources like books, websites, social media posts etc. Finally, it discusses patterns of in-text citations using ibid and loc. cit. and how to add and customize footnotes.
More Related Content
What's hot
Seminar heci.hrdc,ncte,kshec
The document discusses several national and state level agencies that manage teacher education in India. At the national level, this includes the Higher Education Commission of India (HECI), which regulates higher education institutions and can impose penalties if institutions violate its norms. The Human Resource Development Council (HRDC) works to promote quality in higher education through teacher training programs. The National Council for Teacher Education (NCTE) regulates teacher education institutions and sets norms and standards for programs. At the state level in Kerala, the Kerala State Higher Education Council (KSHEC) acts as a coordinating body and has established centers for research, curriculum development, and human resource development.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Curriculum transaction
This document discusses curriculum transaction, which involves effectively planning and implementing curriculum contents based on listed aims and objectives, and providing learning experiences for students. It involves clear planning, organization, implementation, review, teamwork, communication, time management, and understanding students. Curriculum transaction is based on factors like social philosophy, national needs, course structure, exams, government, human development theory, and committee recommendations. It requires active contributions from students, teachers, parents, administrators, and writers, and the intended curriculum is transformed through these interactions from its idealized design in actual classrooms.
Construction & Organization of Curriculum
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
TPCK
The document discusses the importance of teachers developing techno-pedagogical skills and competencies in the 21st century. It defines key concepts like techno-pedagogy, technological pedagogical content knowledge (TPACK), and the skills needed by teachers to effectively integrate technology into their teaching practice. TPACK provides a framework to understand the types of knowledge needed for technology-enhanced learning and the interplay between technological knowledge, pedagogical knowledge, and content knowledge.
Forms of knowledge
This document defines and discusses different types of knowledge. It begins by defining knowledge as facts, information, and skills acquired through experience or education, as well as understanding of a subject gained through familiarity. It notes that knowledge is meaningful relationships between facts. It then discusses the importance of knowledge and some characteristics like its ability to grow and never decay. The document outlines two main types of knowledge: a priori knowledge gained independently of experience, and a posteriori knowledge gained through empirical observation and experience. It concludes by advocating for universities and libraries to take a leading role in knowledge management.
Meaning and nature of educational technology
This document discusses the history and definition of educational technology. It provides the following key points:
1. Educational technology has existed since the 19th century in the form of educational toys and learning tactics, but its widespread use began in the 1920s with teaching machines.
2. Educational technology is defined as the "systematic application of scientific knowledge about teaching learning and conditions of learning to improve the efficiency of teaching and training."
3. It involves using scientific knowledge in practical educational tasks and systematically applying science to improve education.
Research in teacher education
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
concentric approach of organizing curriculum
The concentric circles approach to organizing content involves introducing a subject matter over multiple years, with elementary knowledge provided in introductory years and more advanced knowledge added each subsequent year. A topic is broken into sub-topics that are allotted to different classes based on difficulty. This allows steady, gradual coverage of a topic from basic to full knowledge. It is considered a psychologically sound approach that maintains student interest through revision and presentation of small portions over time to create lasting impressions. Teachers must take care that topics are neither too long nor too short each year.
Selection of content
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
Hilda taba’s inductive thinking model
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
TLM.pptx
The present slide speaks about teaching-learning materials that we are using in the classrooms. Edger Dale's Cone, Projected and Non-projected aids, Traditional TLMs are explained in this slide.
Individualized instruction
This document provides information on programmed instruction and learning. It defines programmed instruction as a systematic, step-by-step, self-instructional program to ensure learning of stated behaviors. The key aspects discussed include:
- Content is broken into small, easy steps called frames arranged sequentially. Learners get immediate feedback.
- Principles include small steps, active responding, reinforcement, self-pacing, and evaluation.
- Types include linear, branched, mathetics rules-based, and computer-assisted programming.
- Branched programming allows learners to choose paths based on responses and includes remedial frames for incorrect answers.
Forms of Educational Technology
Instructional technology is a subset of educational technology concerned with instruction and achieving specific learning objectives. It analyzes content by dividing it into elements that can be presented independently in a logical sequence with appropriate reinforcement. Instructional technology assumes content can be broken down, external learning conditions can be created, and students can learn at their own pace without a teacher. It helps teachers and learners by setting objectives, choosing instructional materials, media and methods, creating an optimal learning environment, and facilitating evaluation.
Programmed instruction
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
Functions of NCERT and MSCERT
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
NUEPA
It is a study of National University of Educational Planing and Administration. This paper consist of NUEPA's mission, vision, objective, function, and the work it has done. It is a collaborative work of G. Ghaus, A. Panchal, M. Mumtaz A., S. Maan, Luqman Ali, Satyam Chandan and Tauheed Ahmad. All are students of M.Ed. (2015-17) Department of Educational Studies, Jmaia Millia Islamia, New Delhi.
This paper will help those who want to study about NUEPA.
PRESENTATION ON IEDSS (2009-10)
Power Point Presentation on IEDSS (2009-10)-The scheme of inclusive education for disabled at secondary stage (IEDSS) 2009-10.
GROUP CONTROLLED INSTRUCTION.pdf
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
Inquiry Training Model-Models of Teaching
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
What's hot (20)
More from abhisrivastava11
REFERENCING, CITATION.pptx
The document discusses referencing and citation styles. It provides definitions of citations and explains their purposes, which include avoiding plagiarism and allowing readers to verify sources. The document outlines several common referencing styles like APA, MLA, Chicago and their origins. It also compares the key differences between APA and MLA formats for formatting papers, in-text citations, references, and citing various sources like books, websites, social media posts etc. Finally, it discusses patterns of in-text citations using ibid and loc. cit. and how to add and customize footnotes.
Basic model of teachingबुनियादी शिक्षण प्रतिमान
The document describes Robert Glaser's basic model of teaching which includes five components: instructional objectives, entering behavior, instructional procedures, performance assessment, and feedback loops. The model shows how performance assessment feeds back to each component to improve the teaching process. The components are then defined in more detail, with entering behavior describing students' prior knowledge and skills, instructional procedures outlining the teaching methods used, and performance assessment evaluating how well students achieved the objectives.
John dewy ideas of school subjects and academic discipline
John dewy ideas of school subjects and academic disciplineस्कूल के विषयों और अकादमिक अनुशासन के जॉन डेवी विचार
Meaning and definition school subjects and academic discipline
Meaning and definition school subjects and academic discipline
स्कूल विषयों और अकादमिक अनुशासन का अर्थ और परिभाषा
Introductory skill प्रस्तावना कौशल
- Introduction skills are used to connect students' prior knowledge to new knowledge being taught through questions, statements, and teaching aids.
- A micro-teaching lesson plan format is provided that includes objectives, components, pupil-teacher statements, student responses, and evaluation.
- The purpose of introduction skills is to motivate students and build their interest and attention in the lesson through properly extending terminology and chaining ideas.
Internal and external evaluation
- This document discusses internal and external evaluations of projects and programs.
- Internal evaluations are carried out by project team members, while external evaluations are done by those outside the project team.
- Both types of evaluations have advantages and disadvantages - internal evaluations have better implementation understanding but less impartiality, while external evaluations have greater impartiality but less understanding of implementation issues.
Continuous and comprehensive evaluation सतत और व्यापक मूल्यांकन
Continuous and comprehensive evaluation सतत और व्यापक मूल्यांकन
Learning through stories कहानियों के माध्यम से सीखना
Learning through stories कहानियों के माध्यम से सीखना
More from abhisrivastava11 (20)
Analytic and synthetic method of mathematics teaching
Analytic and synthetic method of mathematics teaching
John dewy ideas of school subjects and academic discipline
John dewy ideas of school subjects and academic discipline
Meaning and definition school subjects and academic discipline
Meaning and definition school subjects and academic discipline
Continuous and comprehensive evaluation सतत और व्यापक मूल्यांकन
Continuous and comprehensive evaluation सतत और व्यापक मूल्यांकन
Learning through stories कहानियों के माध्यम से सीखना
Learning through stories कहानियों के माध्यम से सीखना
Brainstorming विचार-मंथन
- 3. According to Oxford Dictionary: • “A spontaneous group discussion to produce ideas and ways of solving problems” ऑक्सफोर्ड डर्क्शनरी के अनुसार: "डिचारों के समाधान के डिए एक सहज समूह चचाड और समस्याओं को हि करने के तरीके " Definition:
- 4. • 1953 by Alex Faickney Osborn in his book Applied Imagination • 1953 में एिेक्स फे कनी ओसबोनड ने अपनी पुस्तक एप्िाइर् इमेडजनेशन में • According to him brainstorming was most effective in group than individual working alone in generating ideas. • उनके अनुसार डिचारों के डनमाडण में अके िे काम करने िािे िोगों की तुिना में समूह में डिचार-मंथन सबसे प्रभािी था। History:
- 5. Relaxed, informal approached to problem solving with lateral thinking. आराम, अनौपचाररक, पार्श्व सोच के साथ समस्या को हल करने के ललए संपकव ककया। व्चार और स््तंत्र लगाम की कोई आलोचना लोगों को नह ं द जाती है। No criticism of idea and free rein is given to people. What is Brainstorming?
- 6. People able to think more freely and move into new areas of thought and create new numerous ideas and solutions.. िोग अडधक स्ितंत्र रूप से सोचने और डिचार के नए क्षेत्रों में जाने और नए कई डिचारों और समाधान बनाने में सक्षम हैं। What is Brainstorming?
- 9. Advertising campaigns Market strategy and methods Research techniques डिज्ञापन अडभयान बाजार की रणनीडत और तरीके अनुसंधान तकनीक USES OF BRAINSTORMING:
- 10. Written documents and articles Investment decisions Management methods New and Better…what ever you want! • डिडित दस्तािेज और िेि • डनिेश के फै सिे • प्रबंधन के तरीके • नया और बेहतर ... जो आप कभी चाहते हैं!
- 12. To generate ideas on a given topic. Promote thinking skills of students. Eliminate fear of failures. डकसी डदए गए डिषय पर डिचार उत्पन्न करना। छात्रों के सोच कौशि को बढािा देना। असफिताओं का र्र दूर करें। Excellent Teaching Strategy!
- 13. Give all students chance to express their ideas. Show respect for each other. Tap into individuality and creativity सभी छात्रों को अपने व्चारों को व्यक्त करने का मौका दें। एक-दूसरे के प्रतत सम्मान ददखाएं। व्यक्क्तत्् और रचनात्मकता में टैप करें
- 17. Facilitator. Promotes and probes by asking question. Record these ideas on board, chart etc. Encourages students to think critically. व्धा। स्ाल पूछकर प्रचार और जांच करता है। इन व्चारों को बोर्व, चाटव आदद पर ररकॉर्व करें। छात्रों को गंभीर रूप से सोचने के ललए प्रोत्सादहत करता है। Role of Teacher:
- 18. There are “NO WRONG” answers. Try to get as many ideas as possible. Record all ideas. "कोई गित जिाब" नहीं हैं। अडधक से अडधक डिचार प्राप्त करने का प्रयास करें। सभी डिचारों को ररकॉर्ड करें। Rules of Brainstorming in Teaching:
- 19. Set a time limit. Be prepared to have some simulating ideas for group. • एक समय सीमा डनधाडररत करें। • समूह के डिए कुछ अनुकरणीय डिचार रिने के डिए तैयार रहें।
- 20. THANKS