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CHRONOLOGICAL & UNIT APPROACHES.pdf

The document discusses two approaches to teaching - the chronological approach and the unit approach. The chronological approach presents content in the order of occurrence and allows students to see the natural development of a topic over time. However, it risks students forgetting early material and lacks comprehensive treatment. The unit approach divides content into smaller, related units that are easier for students to understand. It focuses on objectives, logical organization, and evaluation, but risks limiting originality and providing an overly mechanical form of learning.

Education◦
CHRONOLOGICAL AND UNIT APPROACH
Content Introduction 1 •Introduction about teaching approaches Chronological Approach 2 •Definition, Meaning, Examples of chronological approach in biology ,Advantages and limitations Unit Approach 3 •Definition, Elements, Advantages and limitations
INTRODUCTION ❖ Teaching approach is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom. ❖ An approach is a wayof looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. ❖ An approach gives rise to, which use classroom activities or techniques to help learners learn. Chronological approach Unit approach
CHRONOLOGICAL APPROACH Definition, Meaning, Examples of chronological approach in biology ,Advantages and limitations
CHRONOLOGICAL APPROACH ▪Definition of chronology The science that deals with measuring time by regular divisions and that assigns to events their proper dates A chronological table, list, or account An arrangement (as of events) in order
MEANING ❖ Chronology helps to show how an event, a movement, a custom or an institution has developed into its present form. ❖ It spreads the whole course over the entire period of school instruction. Contents are taught in a chronological sequence year by year. ❖ For example, the whole course of history is divided into certain marked stages called periods which have to be taught in chronological order. The ground once covered is never repeated. Indian history, for instance, can be divided into the Ancient, the Medieval, the Mughal, and the British period. ❖ The idea behind this approach is that sections of history conform to the stages of mental development of man.
CHRONOLOGICALAPPROACH IN BIOLOGY
CHRONOLOGICALAPPROACH IN BIOLOGY
CHRONOLOGICALAPPROACH IN BIOLOGY
ADVANTAGES ❖This approach helps the student to see the natural development of the particular topic. ❖ In the successive years of school instruction, pupils are introduced to new periods-periods efflorescent with new problems- and their interest in the subject is sustained. ❖Every time a fresh ground is covered and there is no room for dullness and monotony to set in the process of instruction. ❖The students get a clear idea of the time factor in history. ❖The treatment provides an intensive study of the topic which lends itself to the use of interesting details.
LIMITATIONS ❖ This approach is against the principles of psychology of teaching. Taking them chronologically it is just possible that wemay take the complex first and the simple later . ❖ Students are likely to forget a period which wasstudied at an earlier stage. ❖ Under the chronological arrangement, a comprehensive treatment is not possible at every stage. ❖ Early school leavers or drop-outs fail to have an adequate knowledge of history of their country. ❖ The strict adherence to chronology breaks up a topic into too many fragments and makes it difficult to understand. ❖ The order of occurrence of events is the only principle followed for selecting material. There are no theories around which facts are grouped.
UNIT APPROACH Definition, Elements, Advantages and limitations
UNITAPPROACH DEFINITION – 1.A unit means simply a group of related experiences covering a time span which is short enough to enable pupils to hold everything in mind, appreciate the connections and grasp the various segments as a whole. 2.A unit is part of a total programme, but it has an identity of its own. Unit plans commonly include reference to goals, objectives contents, methods, resources and evaluation plan. This approach is associated with HC Morrison. He explained this approach in his book “practice of teaching in secondary school”.
UNITAPPROACH ELEMENTS OF TEACHING UNIT ❖Division of Content- The entire subject-matter is divided into smaller units. By concentrating on them pupils understand these smaller units easily. ❖Objectives -Adetailed plan on how a particular topic will be conducted, including pupil activities, and to meet the objectives ❖The elements of the contents -The elements of the contents are presented in a logical order. The lessons is developed with the cooperation of the pupils ❖Summarize- It enables the teacher to give the summarized form of the lesson. ❖Evaluation-There is a provision of evaluation the knowledge acquired by the pupils which makes them aware of the limit of acquisition of the objective.
ADVANTAGES ❖ It helps in the habit of healthy study. This makes them self-learners. ❖ The interest of the pupils is emphasized. Easy acquisition of teaching objectives is preferred. ❖ Psychological Method: based on Gestalt psychology. This method gives importance the ‘whole’ instead of part. ❖ Development of social values: An important method of group teaching, the unit method helps in developing social values in the pupils. ❖ Learning occur in an organized from. Consequently, it becomes the permanent part of the brain.
LIMITATIONS ❖ While using unit method; pupils are to restrict themselves. This finishes the originality of the teaching and learning. ❖ The pupils are provided with organized and detailed knowledge. This wastes the time. ❖ Due to the detailed Knowledge provided to the pupils, this unit –method has very limited scope. ❖ The freedom of the teacher is delimited so much that he fails to present his thoughts before the pupils. The learning becomes lifeless, boring and mechanical in such a situation. ❖ It is possible that the pupils acquire sufficient knowledge in some subjects and insufficient knowledge in others.
EXAMPLES
REFERENCES •Bhahacharya, S. and Darji, D.R. (1966) : Teaching of Social Studies in Indian Schools,Acharya Book Depot, Baroda. •Ellis, A.K. (1977) : Teaching and Learning Elementary Social Studies, Allyn and BaconInc., London. •http://www.vkmaheshwari.com/WP/?p=437 •https://www.merriam-webster.com/dictionary/chronologica •http://Chronological%20Approach%20in%20History%20(2).pdf