The document discusses the need and function of teaching advanced methods of teaching. It defines teaching as a process that usually occurs in the classroom where a teacher conveys information to students. Teaching is needed to provide knowledge, pass on information, teach skills, change attitudes, modify behavior, and give life experiences to students. Effective teaching requires preparation, classroom interaction, and addressing students directly. Teaching also occurs outside the classroom through informal interactions.
A special feature of class interaction discourse relates to typical elements of context. The elements of the context include the participants, the background, the topic, the nature of the message, and the message tone. Teachers are more dominant to organize the course of teaching and learning activities, such as topic selection, topic development, and control of conversation topics or learning topics. Teachers determine the direction of a conversation or turntaking, ie when an opportunity is given to students to speak and when to take the rotation-said. The characteristics of learning conversations are (1) the participants are teachers and students, (2) the conversation is done during the teaching and learning activities, (3) the conversation has a purpose, and the topic is related to the learning objectives. In addition teachers also have certain rights that usually appear in the teacher-centered classroom. These rights include (a) participating in all interactions, (b) initiating interactions, (c) determining the time to participate, (d) determining who is given the opportunity to interact, (e) determining who gets a turn more than once, and (f) closing the interaction. The mechanism of teacher-student turntaking in classroom learning activities can be done by (1) getting opportunities (2) stealing opportunities, (3) seizing opportunities, (4) replacing, and (5) continuing.
A special feature of class interaction discourse relates to typical elements of context. The elements of the context include the participants, the background, the topic, the nature of the message, and the message tone. Teachers are more dominant to organize the course of teaching and learning activities, such as topic selection, topic development, and control of conversation topics or learning topics. Teachers determine the direction of a conversation or turntaking, ie when an opportunity is given to students to speak and when to take the rotation-said. The characteristics of learning conversations are (1) the participants are teachers and students, (2) the conversation is done during the teaching and learning activities, (3) the conversation has a purpose, and the topic is related to the learning objectives. In addition teachers also have certain rights that usually appear in the teacher-centered classroom. These rights include (a) participating in all interactions, (b) initiating interactions, (c) determining the time to participate, (d) determining who is given the opportunity to interact, (e) determining who gets a turn more than once, and (f) closing the interaction. The mechanism of teacher-student turntaking in classroom learning activities can be done by (1) getting opportunities (2) stealing opportunities, (3) seizing opportunities, (4) replacing, and (5) continuing.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
I think this is an excerpt I took from someone online.. If it is yours sorry.. Plz PM to take it down. For now, I am just leaving it here to share with other fellow friends who are developing themselves professionally. TQ
It includes definition, functions, nature and characteristics of teacher and teaching.
It also describe Domains of learning to understand the behaviour modification of the learner.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
I think this is an excerpt I took from someone online.. If it is yours sorry.. Plz PM to take it down. For now, I am just leaving it here to share with other fellow friends who are developing themselves professionally. TQ
It includes definition, functions, nature and characteristics of teacher and teaching.
It also describe Domains of learning to understand the behaviour modification of the learner.
Education in India - The Sunshine SectorDeepak Pareek
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âEducation is the most powerful weapon which you can use to change the worldâ
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Education is both a right, and a route out of poverty - it is an investment in our common future.
Education contributes to social stability - equipping and empowering citizens to address the underlying drivers of poverty, i.e. conflict and fragility.
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The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...Monica P
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DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
Chapter 1. General Methods of Teaching HennaAnsari
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Concept of teaching
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Characteristics of teaching
Principles of teaching
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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Concept, need and function of teaching by Anand
1. NEED AND
TITLE FUNCTION
OF TEACHING
ADVANCED
SUBJECT METHODS OF
TEACHING
SUBMITTED By K. ANAND, M.Ed.,
On Jan â 24th â Two Thousand Eleven
Dr. K. CHELLAMANI, Reader,
SUBMITTED To School of Education,
Pondicherry University.
ASSIGNMENT
2. Error! No text of specified style in document. 2
ANAND. K
THEORIES OF TEACHING
CONCEPT OF TEACHING:
Teaching is process which usually takes place in the class room situations. It is more
of formal processes. In the class room situations we see that the teacher has something in his
mind and he wants to convey it to the students. For this purpose, he takes the help of
teaching. He makes all efforts to make the students understand it. His teaching is successful
if the students are able to grasp it fully.
NEED OF TEACHING:
Through teaching, the teacher aims at
i. Giving some knowledge to the students;
ii. Passing some information to them;
iii. Making the students acquire some skill;
iv. Changing the attitude of the learners;
v. Modifying the behavior of the students;
vi. Giving some experiences of life; etc.,
Teaching in the class depends upon how the teacher performs his duty of teaching. A sincere
and hard working teacher always comes out all successful. He makes every effort to achieve
the desired ends. He always goes well prepared in every way. In his class room teaching,
there is always a very good class room interaction. He faces the class clearly and boldly. He
is always facing to case with the students while speaking in the class. Naturally, that type of
teacher will be able to impress the students fully. Such a teaching can be called effective
teaching.
Teaching may also take place outside the class rooms. The students come in contact
with their teacher in the corridors, in the staff room, in the canteen, in the playgrounds; in the
school assemble grounds etc., the process of teaching surely goes on there also which is more
of informal type. Learning by the students through informal contacts with the teacher is
many a time more sound and lasts longer.
In fact, teaching is an art of educating other people. In this age of science and
technology when there is explosion of knowledge, the process of teaching has reached new
dimensions. It is no longer a simple art of imparting information to the students. It is now
tending to become a technology by itself instructional television, computer assisted
instruction, teaching machines, etc.
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ANAND. K
Teaching is an activity which goes on between the two parties i.e. the giver and the
receiver. Here the giver is the teacher more matured person with more experiences of life.
The receiver may be an individual, a small group or a big group.
Teaching is not a mechanical process. It is an intricate, exacting, challenging job.
Teaching canât be boiled down to a convenient formula of âtelling and testingâ. It is the
complex art of guiding pupils through a variety of selected experiences towards the
attainment of a widening field of learning.
DEFINITIONS OF TEACHING:
i. According to Rabindra Nath Tagore, âA Teacher can never truly teach unless he
is still learning himself. A lamp can never light another lamp unless it continues
to burn its own flame.â
ii. H.C. Morrison (1934): âteaching is an intimate contact between a more mature
personality and less mature one which is designed to further the education of the
latter.â
iii. N. L, Gage(1962): âTeaching is a form of interpersonal influence aimed at
changing the behavior potential of another personâ
iv. B.D. Smith (1961): âTeaching is a system of actions intended to induce learning.â
v. John Dewey: âOne might as well say he has sold when no one has bought, as to
say he has taught when no one has learned.â
Relation of Teaching with other related concepts:
The terms like training instructions, conditioning and indoctrination etc. are
sometimes taken as synonymous with teaching. In fact, these terms denote one or other type
of teaching. The teaching is a broader concept and these are a part or one aspect of it.
Training is concerned with a little more raised level of teaching than conditioning,
which is the lowest level of a mode of teaching. A trained person can do a number of jobs on
some machines skillfully. Training helps in shaping, conducting and teaching various skills.
As compared to teaching training requires much less intelligence. Simple behavior may be
produced through training but not complicated behavior.
Instruction works on higher footing than conditioning and training. Instruction is
mainly concerned with the development of knowledge and understating in an individual.
Teaching is much more than the act of acquiring some knowledge and understanding.
Instruction cares only for development of intellect and affects the cognitive domain of oneâs
behavior, while teaching is aimed at shaping a total man. And lastly, the face to face
interaction of the teacher and taught is found in teaching. It is not essential in the process of
ins-traction. Her, the teacher can be replaced by instructional materials.
Indoctrination represents a fairly higher level of teaching which adds to the establishment or
shaping of beliefs and ideas. Higher role of intelligence is required here. It results in bringing
quite stable changes in the cognitive and affective domains of oneâs behavior. But,
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ANAND. K
indoctrination is only one mode of teaching. Indoctrination may be teaching but the reverse is
not true. Teaching is possible without adopting indoctrination as the mode of teaching.
The above mentioned mode of teaching cannot be termed as quite unrelated. They
overlap each other in many ways.
Variable involved in teaching:
In a teaching task in progress, we can observer the presence of the following types of
variables;
I. Independent variable
II. Dependent variable
III. Intervening or mediating variables.
In the process o teaching, it is the student who is subjected to changes and
development through the efforts of the teacher and the teaching process. Therefore, he acts as
a dependent variable while the teacher has to play the role of independent variable. For the
achievement of the goals of teaching, there be a need of desirable interaction between
independent and depend variable. This role is played by the intervening variables.
In this way, the teacher plays the role of independent variable. He is responsible for
the functioning of the dependent variable, i.e., the students. He is free to act in the teaching
process while students are quite dependent on him for seeking behavioral changes and
development. Teacher has to plan, organize, lead and control the process of teaching so that
desirable outcomes of his teaching may be properly obtained. He has to handle his teaching
activities and all the intervening variables in such a way that the desired move ability and
function ability can be created among his students for achieving the teaching objectives.
The intervening variables as it sounds do not exist for creating some interference or
obstacle in the functioning of independent or dependent variable. Rather they help in the
smooth functioning of these variables for the realization of the teaching objectives. The
contents of teaching, methods and techniques of teaching, etc., are all known as intervening
variables. These variables are responsible for bringing desirable interaction between the
teacher and the students by producing proper teaching environment, teaching material, and
facilities and creating appropriate learning conditions or situations.
4
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ANAND. K
F
unctions of Teaching:
In teaching process, the active or functional part is played by the independent and
dependent variable. Mainly following three types of functions are performed by these
variables:
I. Diagnostic functions
II. Prescriptive functions
III. Evaluative functions
I. Diagnostic functions:
The goal is to bring desirable changes in the behavior of students. The initial task
needs a proper diagnosis for the prescription of appropriate treatment (the actual attempts) for
bringing desirable behavioral changes in the students. Accordingly, a teacher has to perform
the following diagnostic functions:
1. He has to diagnose the entering behavior of the student. The initial potential of the
student in terms of cognitive, cognitive and affective abilities should be properly
diagnosed with the help of some diagnostic tests.
2. He has to diagnose and formulate specific educational objectives, the type and
amount of behavioral changes he wants to introduce in the student in the light of
the entering behavior and environmental conditions.
3. He has to analyze the content, instructional material and environmental facilities
available for carrying out his task.
4. He has to diagnose his own potential and capabilities and bring desirable
improvement in his own behavior for the success of his own mission.
Although the teacher, as independent variable, is more active in exercising diagnostic
functions, yet the role of the student as a dependent variable cannot be underestimated. He
has also to perform certain important diagnostic functions on the basis of his perception for
his abilities and responses as follows;
1. He has to diagnose the strength and weakness of his entry behavior.
2. He has to assess himself in terms of the tools of learning like language and
comprehension, power of expression, ability to think and analyze psychomotor
skill and emotional behavior.
3. He has to make efforts to know the behavior of the teacher, the types of teaching
strategies, the nature of the content and instructional material for the purpose of
initiation and response on his part.
II. Prescriptive functions:
On the basis of diagnosis, the teacher takes decision about the needed prescription for
achieving the stipulated objectives. Accomplishment of objectives needs an appropriate
interaction between the teacher and the student which, in turn, needs proper management of
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ANAND. K
the intervening variables by the teacher. Accordingly, he has to perform the following
functions;
1. Selecting appropriate contents and organizing them into proper sequence.
2. 2. Selecting proper teaching techniques, strategies and feedback devices in view of the
individual difference among the students.
3. Seeking essential cooperation from the students for a purposeful interaction.
In the performance of prescriptive functions also, the teacher is likely to be more active
than the students. The prescription is made for the student to bring desirable changes in his
behavior. He has to work for the purposeful interaction and give his sincere cooperation for
the teacher in exercising the various prescriptive functions.
III. Evaluative functions:
Evaluative function concerned with the tasks of evaluating the progress and outcomes of
the prescriptive functions that may be decided in the form of realization of the stipulated
objectives. The failure in the realization of the objectives is essentially a failure in the
prescriptive functions either due to improper diagnosis or some serious mistakes in
prescribing or carrying out the treatment (actual teaching) task.
Various evaluation devices in the form of tests, observations, interviews, rating scales,
inventories and unstructured projective techniques are help in exercising evaluative functions.
In contrast to diagnostic or prescriptive functions, the student remains more active in the
evaluative functions. He has to respond and evaluate his own progress in terms of the abilities
acquired and behavior changes occurred. He is taught and helped by the teacher in bringing
improvement in his behavior on the basis of his entry behavior and potentialities. Now, it is
this turn to see how far the treatment prescribe for done by the teacher is helpful for him. If
the prescription suits him he can go ahead with it. If it does not, he must give his full
cooperation to the teacher (just like a patient who has to consult his doctor and seek his
advice for further diagnosis and subsequent prescription in order to get maximum advantage
for bringing improvement in his behavior.)
References:
1. âEssentials of Educational Technologyâ By Mangal, 2009 ISBN 978-81-203-3723-7,
Pg 150 -153.
2. âEssentials of Instructional Technologyâ By A. R. Rather, ISBN 81-7141-818-X,
2004, Pg 1 â 13.
3. âEssential of Instructional Technology.â By Chand Tara, 2004, Pg 13 -14.
6