Characteristics of Good teaching
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In this presentation i defined that what is the characteristics of good teaching. From Basics of pedagogy.
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The document outlines various aims of education, including individual aims like moral and spiritual development, social aims like becoming a useful member of society, and vocational aims like preparing students to earn a livelihood. It also discusses intellectual aims of developing intelligence, cultural aims of becoming cultured, moral aims of promoting values like honesty, and citizenship aims of growing as productive members of society. The document also mentions aims related to physical health, character development, leisure, and aims proposed by various education commissions and policies over time like the National Policy on Education and National Curriculum Framework.
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This document discusses unit plans for teaching. It defines a unit plan as the instructional plan for teaching a unit of study. It notes that developing a unit plan is a challenging task for teachers. The document outlines key components of an effective unit plan, including clearly defined objectives, relevant teaching aids, simple language for students, and methods for student evaluation. It also provides steps and characteristics for developing high-quality unit plans.
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Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
Programmed instruction in education
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
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The document outlines several principles of teaching that teachers should follow to effectively achieve their goals. It categorizes the principles into general principles and psychological principles. Some of the key general principles discussed include planning lessons effectively, having clear goals and objectives, flexibility, utilizing students' past experiences, and making provisions for individual differences. Important psychological principles include motivating students through interest, using repetition to reinforce learning, providing changes in instruction to prevent fatigue, giving feedback and reinforcement, and fostering cooperation and sympathy between teachers and students.
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Microteaching
Microteaching is a teacher training technique that breaks down the complex process of teaching into simpler components or teaching skills. It involves teaching short, focused lessons called microteaching lessons to a small group of students. The lessons are observed, feedback is provided, and the lessons are retaught to improve the teaching skills. Microteaching was introduced in India in the 1960s and has since been used to train medical teachers by having them focus on individual teaching skills through planned microteaching lessons, observation, feedback, and reteaching.
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This document discusses field trips as an educational tool for nursing students. It defines a field trip as allowing students to study objectives and materials firsthand in their natural environment. The objectives of field trips are to apply theory to practice, evaluate new practices, enrich classroom instruction, develop observational skills, improve social interaction, and refresh and develop students' knowledge and creativity. Field trips provide direct, hands-on learning experiences and help students correlate classroom lessons with real-world situations. Responsibilities are outlined for both teachers and students to ensure safe and effective field trips. Advantages include active, cooperative learning while disadvantages include costs, logistics and potential distractions.
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This document discusses programmed learning and its key principles. It defines programmed learning as arranging learning material into sequential steps from easy to difficult. The principles of programmed learning include presenting material in small steps, requiring active learner responses, providing immediate feedback, allowing self-pacing, and self-evaluation. It describes B.F. Skinner's linear and Norman Crowder's branching methods of programmed instruction and their features and limitations.
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Project method of teaching
The document discusses the project method of teaching and learning. It defines a project as a whole-hearted activity carried out by students to completion. Key characteristics of a project include being problematic, aimed at a goal, purposeful, practical, and student-directed. Principles of the method are that it motivates students through purpose and activity, and draws on experience and social learning. Projects can be individual or group-based. Steps involve creating a situation, selecting a problem, planning, executing, evaluating, and reporting. Benefits are that it arouses interest and develops skills, while disadvantages include the time required and limited topics that can be covered.
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Socio-political, geographical-economic conditions.
National & International Context-multi-cultural, multi-lingual aspect.
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Unit planning
This document discusses unit plans for teaching. It defines a unit plan as the instructional plan for teaching a unit of study. It notes that developing a unit plan is a challenging task for teachers. The document outlines key components of an effective unit plan, including clearly defined objectives, relevant teaching aids, simple language for students, and methods for student evaluation. It also provides steps and characteristics for developing high-quality unit plans.
Maxims of teaching ppt
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
Programmed instruction
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
Programmed instruction in education
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Language across the curriculum - Conceptual over view
The document discusses the concept of Language Across the Curriculum (LAC), which relates to linking different forms and aspects of language education within a school with an emphasis on the role of language in all subject learning. LAC has two meanings - in a narrow sense suggesting the importance of language work in all non-linguistic subjects, and in a wider sense demanding a comprehensive model of language education as the basis for a whole school language policy. The document outlines the meanings, approach, scope, significance, merits, goals of the LAC concept.
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The document outlines several principles of teaching that teachers should follow to effectively achieve their goals. It categorizes the principles into general principles and psychological principles. Some of the key general principles discussed include planning lessons effectively, having clear goals and objectives, flexibility, utilizing students' past experiences, and making provisions for individual differences. Important psychological principles include motivating students through interest, using repetition to reinforce learning, providing changes in instruction to prevent fatigue, giving feedback and reinforcement, and fostering cooperation and sympathy between teachers and students.
Self instruction module
This document discusses self-instructional modules as an educational tool. It defines self-instruction as self-contained instructional activities that allow learners to progress independently at their own pace. A module is a self-contained learning package focused on a specific topic. The document outlines advantages of self-instructional modules such as allowing independent study and self-pacing, as well as limitations like lack of face-to-face interaction and discipline. It concludes that self-learning modules can create an effective learning environment when they provide answers to learner questions and immediate feedback.
Characteristics of effective teaching
Effective teaching results in desirable behavioral changes in students and allows them to learn independently. It involves explaining concepts to students through personal example. The key characteristics of effective teachers are that they understand learning must occur, are committed to continuous self-improvement, and show genuine interest in students' success. Other characteristics include being positive, communicative, dependable, organized, motivated, compassionate, flexible, perceptive of individual students, and knowledgeable in their subject matter.
Lecture method
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
INTRODUCTION TO TEACHER EDUCATION
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Lesson planning
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Microteaching
Microteaching is a teacher training technique that breaks down the complex process of teaching into simpler components or teaching skills. It involves teaching short, focused lessons called microteaching lessons to a small group of students. The lessons are observed, feedback is provided, and the lessons are retaught to improve the teaching skills. Microteaching was introduced in India in the 1960s and has since been used to train medical teachers by having them focus on individual teaching skills through planned microteaching lessons, observation, feedback, and reteaching.
Relationship between teaching and learning
Points Covered
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Learning
Characteristics of Learning
Similarities between Teaching and Learning
Flander’s interaction analysis
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
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TYPES OF LESSON PLAN
This document discusses different types of lesson plans based on various criteria. It describes the Herbartian, Bloom's, Gloverian, and RCEM approaches to lesson planning. The Herbartian approach involves 6 steps: preparation, presentation, association/comparison, generalization, application, and systematization/recapitulation. Bloom's approach considers education as a tripolar process involving formulating objectives, creating learning experiences, and evaluating behavior change. The document also discusses detailed, semi-detailed, and brief lesson plans based on the level of content included. Lesson plans can be categorized by time duration as short daily plans or weekly/longer plans.
Project method of teaching
The document discusses the project method of teaching and learning. It defines a project as a whole-hearted activity carried out by students to completion. Key characteristics of a project include being problematic, aimed at a goal, purposeful, practical, and student-directed. Principles of the method are that it motivates students through purpose and activity, and draws on experience and social learning. Projects can be individual or group-based. Steps involve creating a situation, selecting a problem, planning, executing, evaluating, and reporting. Benefits are that it arouses interest and develops skills, while disadvantages include the time required and limited topics that can be covered.
Determinants of curriculum
Ideologies and educational vision.
Socio-political, geographical-economic conditions.
National & International Context-multi-cultural, multi-lingual aspect.
(Philosophy, Psychology, Science, Economics, Sociology, Politics)
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A great teacher has several key qualities, including an engaging personality that holds students' attention, clear lesson objectives, and effective classroom management skills. They also communicate well with parents, have high expectations for students, and have in-depth knowledge of their subject matter and curriculum standards. Most importantly, a great teacher is passionate about teaching and developing strong relationships with their students.
Global Cities Education Network Teacher Quality Presentation by Linda Darling...
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Presentation by Linda Darling Hammond at the Seattle Symposium of the Global Cities Education Network in January 2013.Ncf
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
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Donald J. Treffinger was a leading expert in gifted education who developed the Individualized Program Planning Model (IPPM). The IPPM takes an inclusive approach to identifying and serving gifted students based on their strengths and needs rather than exclusive criteria. It emphasizes differentiated instruction, process development, content competence, and an environment that encourages creativity. The IPPM contrasts with traditional gifted programs by focusing on students' characteristics and individualizing services across six areas in and out of the regular classroom. Schools can improve gifted education using Treffinger's model by committing to students' strengths, documenting their needs, and providing appropriate additional services.
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Unit 01: Importance of Teaching of Pakistan Studies
Unit 02: Aims and Objectives of Teaching Pakistan Studies
Unit 03: Rationale for Teaching of Pakistan Studies
3.1 Educating Children for a Pakistani Society
3.2. Changing our Vision Developing a National and a Global Sense of Citizenship
3.3 Global Connections
Unit 04: Planning for Teaching of Pakistan Studies
4.1 Appropriate Planning for Teaching of Pakistan Studies
4.2 Planning Experiences for Pakistan studies
4.3 Lesson Planning in Pakistan Studies
Unit 05: Teaching History
5.1 Developing a Sense of History
5.2 Exploring key Elements of History
5.3 The many Worlds of History
Unit 06: Teaching Geography
6.1 Fostering Geographic Knowledge
6.2 Building Global Connection Through Geography
6.3 Themes and Skills in Geography
6.4 Creating an Appropriate Geography Curriculum
6.5 Helping Children Build Knowledge about the Physical Environment
Unit 07: Teaching Civics
7.1 Building a Community
7.2 Fostering Positive Values and Social Skills
7.3 Developing Civic and Social Responsibilities
7.4 Nurturing Civic Responsibility
Unit 08: Teaching Methods
8.1 Problem Solving
8.2 Project Method
8.3 Discussion Method
8.4 Story Telling
8.5 Role Playing
8.6 Demonstration Method
8.7 Team Teaching
8.8 Cooperative Learning
Unit 09: Use of A.V. Aids in Teaching of Pakistan Studies
9.1 Technology in the Classroom
9.2 Role of IT in Teaching
9.3 Co-curricular Activities
Unit 10: Curriculum of Pakistan Studies
10.1 Curriculum Development
10.2 Curriculum Evaluation
Unit 11: Evaluation
11.1 Objectives, Type and Importance of Evaluation
11.2 Preparation of Model Paper of Pakistan Studies
11.3 Review of Papers of Pakistan Studies
Unit 12: Teaching about Special Social Issues
Recommended Books:
1. Aslam, .M. D. (2001). Teaching of Pakistan Studie, Lahore, Ilmi Kutab Khana Press
2. Larolimek, J. (2006), Social Studies in Elementary Education, London: Macmillan
3. Rai, B. C., (2004), Techniques and Methods of Teaching, Lukhnow: Prakashankendra
4. Savage, T. V. & Armstrong, D. G. (2007), Effective Teaching in Elementary Social Studies,
New York: Macmillan
5. Robles de Melendez, W., Vesn, B. & Melba, F. (2000), Teaching Social Studies in Early
Education, United Kingdom: Delmar PAKISTAN Studies is a subject that aims at enhancing students' knowledge about history, culture and geography of Pakistan and to inculcate patriotism in the hearts of students so that they may become a good citizen.
Although Pakistan Studies is a compulsory subject from Class IX up to the university level, it is an astonishing fact that many of the students are unaware of important historical figures and events.
Even if they know some, it's just the names of some of the famous personalities and not the details about their achievements, life and causes of success or downfall.
The books on Pakistan Studies of different levels cover the topics which are repeated in all of them.
There is no need to teach about those selected topics at each level. Instead the ne
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- 1. CHARACTERISTICS OF GOOD TEACHING BY: M AFTAB
- 2. • CHARACTERISTICS OF GOOD TEACHING THE MAIN CHARACTERISTICS OF GOOD TEACHING ARE AS FOLLOWING: 1. IT GIVES DESIRABLE INFORMATION. 2. IT CREATES SELF-MOTIVATION FOR LEARNING. 3. EFFECTIVE PLANNING IS ESSENTIAL FOR GOOD TEACHING. 4. THE STUDENTS REMAIN ACTIVE IN GOOD TEACHING.
- 3. • 5. IT FOCUSES ON SELECTED INFORMATION. 6. IT IS BASED ON DEMOCRATIC IDEALS. 7. IT IS SYMPATHETIC AND FULL OF PITY. 8. IT IS DIRECTIONAL IN NATURE. 9. IT IS BASED ON THE CO-OPERATION OF TEACHER AND STUDENTS. 10. IT IS BASED ON PREVIOUS KNOWLEDGE OF TEACHER. 11. IT IS PROGRESSIVE. 12. IT INCLUDES ALL SORTS OF TEACHERS' PERFORMANCES AND TEACHING METHODS.
- 4. • 13. IT PRODUCES EMOTIONAL STABILITY. 14. IT ATTEMPTS TO ADJUST THE STUDENTS WITH THE ENVIRONMENT. 15. IT IS DIAGNOSTIC AND THERAPEUTIC IN NATURE. 16. IT IS THE BEST MEDIUM FOR PREPARING THE NEXT GENERATION FOR THE CHANGING WORLD ORDER. 17. IT ENHANCES THE POTENTIALITIES OF THE STUDENTS. 18. THE TEACHER WORKS AS A PHILOSOPHER, FRIEND AND A DIRECTION. 19. THE TEACHER'S CLASS ROOM BEHAVIOR INCLUDES BOTH DIRECT AND INDIRECT BEHAVIOR.