The document describes a deductive approach to teaching language. It begins with presenting rules to learners, then examples of those rules, and finally practice applying the rules. This is a teacher-centered approach compared to an inductive method where learners derive rules from examples themselves. The deductive approach dictates grammatical structures and rules to students first before having them apply the rules in examples. It starts with presenting a rule followed by examples of that rule.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
The Assignment methodis the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process
It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
tude to the learners.
It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
Inductive method:a psychological method of developing formulas and principles
Deductive method:A speedy method of deduction and application.
best method is to develop formuias and then apply in examples therefore -inducto -deductive method
The Assignment methodis the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process
It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
tude to the learners.
It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
Inductive method:a psychological method of developing formulas and principles
Deductive method:A speedy method of deduction and application.
best method is to develop formuias and then apply in examples therefore -inducto -deductive method
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
Principles are important for the governing of actions and the operation of techniques in any field of education. ... For the individual, a principle, when it is understood and accepted, serves in important ways to guide his reflective thinking and his choice of activities or actions
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Deductive method
1.
2.
A deductive approach to teaching
language starts by giving learners rules,
then examples, then practice. It is a
teacher-centred approach to presenting
new content. This is compared with an
inductive approach, which starts with
examples and asks learners to find
rules, and hence is more learner-
centred.
-: Introduction :-
3. Here the learner proceeds from genera to
particular, abstract to concrete and
formula to example.
The teacher announces the relevant
formula or definition.
The pre-constructed formula, or
definition is explained to the students
and they are asked to solve the problem
with the help of that formula. The
formula is accepted by the learner as a
well-established truth.
4. Deductive approach to instruction is
more teacher centered approach.
Deductive approach represents a more
traditional style of teaching in that
grammatical structures or rules are
dictated to the students first. Thus, the
students learns the rules and apply it only
after they have been introduced to the
rules.
A deductive approach starts with
presentation of a rule and is followed by
example in which the rule is applied.
5.
Teacher- dominated approach.
It begins with the abstract rule, generalization,
principle and ends with specific examples and
concrete details.
Cover a wide scope of subject matter.
Learning is passive process, the learners do not take
part in the generation of conclusion or
generalization.
Drill or exercises come after the explanation of the
rule or principle.
Objectives
6. It can be more effective with students of a higher level.
It can be time saving.
A number of direct practice examples are immediately
given.
A number of rule aspects can be more simply and clearly
explained than elicited from examples.
It glorifies memory, as the students have to memorize a
considerable number of formulas and definition.
It enhances speed and efficiency in solving problem.
During practice and revision stage, deductive method is
adequate and advantageous.
Advantages
7. The learners are more engaged in teaching learning
process. The learners formulate the generalization or
rule.
Learning becomes more interesting at the outset
because teaches begin with the experiences of the
students. Teacher begins with what they know.
It helps the development of the learners’ higher
order thinking skills. To see patterns and analyze the
same in order to arrive at generalizations requires
analytical thinking.
Advantages
8.
It is very difficult for a beginner to understand an abstract
concept if it is not proceeded by a number of concrete instances.
Here memory is more important than understanding and
intelligence.
The students can not become active learners.
It is not suitable for the development of thinking, reasoning and
discovery.
Lack of students’ involvement and struggle for understanding.
This method will demand blind memorization of a large
number of formulae. And this will cause an unnecessary and
heavy burden on the brain of children.
Disadvantage
9.
To find the body pats of animal that if it has a
backbone.
Teacher will say: the dog has a backbone. The fish,
frog and cow also have a backbones.
Then the students will conclude that: the dog, fish,
cow and frog are vertebrates.
Application
10.
11. Name: Mamoona Saleem
Class: 1-2
Introduction (5 Minutes)
Time:45 min
Selected Chapter: living and non-living things
1. Objectives
• General:
Concept must be clear about the meaning of living things and non-living
things.
• Specific:
Student must be able to understand and recognize the difference between
them and able to recognize them from their surroundings.
2. Aids and appliances relating to topic:
White board, markers, charts about living and non-living things, dusters,
and models of some general things from children’s environment for
demonstration.
3. Preparation:
• Announcement of Topic “Living and Non-living things”.
• Perform an activity in which student name them which are
present in the class.
• Questioning about non-living things which students can
touch.
12. • Ask children to guess whether they are
living or non-living things and in the same way make
them to think and tell about different objects.
Presentation (25 minutes)
Matter narration:
Teacher’s activity Student’s activity
Recitation method
Bb work.
Use provided aids (Board
markers, charts and
models) to teach the
selected topic.
Deductive method.
Students will answer
the asked questions.
Students do proper use
of aids provided in the
class.
Should be silenced and
concentrate on what
teacher is teaching.
13. Using deductive method:
Teacher;
Step 1: We people can breathe, grow and reproduce our
beings, so as plants and animals. Chair, wall and
building like things can neither breathe nor grow and
cannot reproduce their beings also.
Step 2: Those things which can breathe, grow and
reproduce are called living things and those which
cannot are called non-living things.
Step 3: Now tell me are we living things or non-living
things?
(Then children will tell me that we are living things.
After this I will ask about some more things from their
daily life)
14. Evaluation (10 minutes)
Teacher’s activity Student’s activity
Assignment (5 minutes)
Find more living and non-living things. Write them in a
table. Make drawings of 3 living and non-living things
respectively.
Asking the following
questions:
“What was the topic name we
discussed today in class?”
“How can we recognize them
in our life?”
“Name some of some of
living and non-living on your
room?”
“What is the main difference
between them?”
Answer the asked questions:
“Living and Non-living things.”
“Those things which breathe and grow
are living and those which don’t
breath and grow are non-living
things.”
“We (students and teacher) are living
things. Board, chair, table, books, etc.”
“They transfer our information to
computer and give us our results.”