This document discusses various approaches to teaching and learning processes. It begins with definitions of key terms and principles of effective teaching and learning. It then covers principles of learning, aspects of the teaching-learning process, and information processing. Various teaching approaches are examined, including teacher-centered vs learner-centered and examples like subject-matter centered and interactive. Principles of teaching, selection and use of strategies, and the teaching process of planning, implementing, and evaluating are also outlined. Specific strategies like cooperative learning techniques, case methods, problem-solving methods, and discovery learning are then defined and discussed.
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
More Related Content
Similar to current approches to learning and teaching.ppt
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. 1-Introduction.
2- Definitions of terms related to teaching learning process.
3-Principles of Effective Teaching& learning process.
4-Principles of learning.
5-Aspects of the teaching-learning process.
6-Information Processing
Outline
3. What is Teaching
3
a process of interacting
The process of engaging students in
activities that will enable them to acquire
the knowledge, skills, as well as worthwhile
values and attitudes.
TEACHING APPROACH - It is a set of principles,
beliefs, or ideas about the nature of learning which is
translated into the classroom.
4. EXAMPLES OF TEACHING
APPROACHES
TEACHER-CENTERED LEARNER-CENTERED
SUBJECT-MATTER CENTER
TEACHER DOMINATED
INTERACTIVE
CONSTRUCTIVIST
DISCIPLINAL
INTEGRATED
INDIVIDUALISTIC
COLLABORATIVE
INDIRECT, GUIDED DIRECT
6. PRINCIPLES OF TEACHING
• using previous knowledge
• providing for individual difference
• readiness
• meaningfulness
• defining specific objectives of the lesson
• proceeding from simple to complex
• proceeding from concrete to abstract
• proceeding from general to specific
• proceeding from known to unknown
7. Selection and Use of Teaching Strategies:
Learning is an active process.
We have to actively engage the learners in learning
activities if we want them to learn what we intend to
teach.
Research shows
75% retention rates in learning by doing
90% retention rates learning by teaching others
10. Planning Phase:
• The needs of the learner
• The achievable goals & objectives to meet the needs
• Selection of the content to be taught
• Motivation to carry out the goal,
• Approach most fit to carry out the goals
• Evaluation process to measure learning outcome
11. Implementation phase
• Based on the objective, implementation means to put into
action the different activities in order to achieve the
objectives through the subject matter.
• Interaction of the teacher and learner is important in the
accomplishment of the plan
• Use of different teaching style and strategy are included in
this phase
12. Evaluation phase
• A match of the objective with the learning outcome will be
made
• Answers the question if the plans and implementation have
been successfully achieved
• Feedback
13. Some teaching approaches
• Teacher centred Vs Student centred
• Whole class Vs Groups / Cooperative Learning
Technique
• Case Method
• Discovery learning method
• Problem Solving method
14. At the end of the lesson students will be able to
• develop positive interdepence
• contribute each others’ learning
• take responsibilities in group Works
Cooperative Learning Technique:
15. COOPERATIVE LEARNING
TECHNIQUE
• Coopeartive learning is asuccesful teaching strategy
in which small teams, each with students of
different levels of ability,use variety of learning
activities to improve their understanding of a
subject.Each member of a team is responsible not
only for learning what is taught but also for helping
teammates learning,thus creating and atmosphere of
achivement.Student work trough the assignment
until all the members succesfuly understand and
complete it.Cooperative efforts result in
participants striving for mutual benefit so that all
group members ;
16. CASE:
Mr. Tutumlu first used cooperative learning technique. He
wanted students to turn to their friends, who were sitting
behind them to make groups of four. After that he only said
the subject on which we were going to study. Also, he said
that he rewarded the most succesful group. He did not do
responsibility disribution. We did not know what we do.
Furthermore, we only had ten minutes. Then he sat his table
and started to read his newspaper. After two minutes passed,
for all hell to break loose. Everything was so unsystematic.
Nobody listened to each other and everybody wanted to
speak. There was an awfulnoisy in the class so Mr. Tutumlu
got angry, dispelled the groups and he said that ‘ I put forth
an effort for you uselessly.’
17. PROBLEMS
1.noisy
2.insufficient time
3.inappropriate classroom setting for the cooperative
learning activity
4.lack of instinct motivation
5.uncertanities of responsibilities
6.lack of communication
7.undetermined, unclearly stated task
8.there is no encouragement and direction from the teacher
9.competition between the groups
18. 1.gain confidence from each other’s effort (yuor success benefits
me and my success benefits you.)
2.recognize that all group members share a commen fate ( we all
sin kor swim togetherhere.)
3. know that one’s performance is mutually caudes by oneself and
one’s team members(we can not do it without you.)
4.feel proud and jointly celebrate when a group member is
recognized for achievement.(we all congratulate you on your
accoplishment.)
20. WHAT IS THE CASE METHOD ?
• A case is an account of an actual problem or
situation which has been experienced by an
individual or a group.
• It includes facts available to those facing the
problem, along with a description of perceptions
and attitudes of those who are confronted with the
problem
21. CASE
He was said that 5/C is the most problem class in the school. When the bell
rang , some teachers looked at him pityingly.
When he entered the class he saw that the students did not realize him.
Everybody was laughing , joking with each other and shouting .He
remembered what other teachers had said and how they had looked at
him. He got angry . He would not permit of teachers’ making joke with
him.He would deal with these naughty students.He catched the student
who was the nearest to him and shouted at and told them to sit down
.When he saw that the students didn’t listened to him , he took the ruler
and hit on the desk angrily.
The students stopped making noise in the class and sat down.They were
anxious about what the teacher would do.The teacher told them not to
talk with each other.İf it weren’t , he would do everything to make them
be silent.
After the lesson , he met a colleague and told what he had done in the class.
He said that the students listened to him during the lesson , they didn’t
talk with each other.
And then they walked to the teachers’ room by going on their talking.
24. CASE:
Mrs. Yıldız has a very passive character, she reflects it
to the class and it affects her classroom management
in a negative way. Her students also have realized this
situation and it leads her to come across with some
problems in the class.
• What are the possible problems and solutions for this
case?
25. PROBLEMS:
• Lack of student involvement
• Noise
• The students may not attend the class
• The students may not listen to the teacher
• The students may not do their homeworks or tasks
• The students do different kinds of things in the class
such as sleeping or drawing pictures etc.
26. WHAT IS PROBLEM SOLVING
METHOD?
• Problem solving is a process to choose and use the
effective and benefical tool and behaviours among the
different potentialities to reach the target.
• It contains scientific method,critical thinking,taking
decision,examining and reflective thinking.
• This method is used in the process of solving a
problem to generalize or to make synthesis.
27. Discovery learning
• States that the individual learns from his own discovery
of the environment
• Learners are inherently curious, thus they can be self
motivated until they find answers to the problem
• Gave rise to the emerging theory of constructivism and
self-learning
• Learning is flexible, exploratory, and independent
28. If I can not
learn the
way you
teach, will
you teach
me the way
I can learn?
Content
Background information
Summary
Personal resources and goals
The product or service
The market
Sale and marketing plan
Management & organisation
Development of the business
Budgets
Financial requirements
Appendices