Digital lesson plan on team teaching
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This digital lesson plan discusses team teaching. It defines team teaching as a collaborative effort where teachers jointly plan lessons, take turns presenting content from their areas of expertise, and provide feedback to students. The lesson plan outlines the process of team teaching, including regular planning meetings between teachers, alternating presentation of concepts, providing feedback, and re-teaching weaker areas. It also introduces different types of team teaching models and includes learning activities like a quiz and presentation for students.
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programmed learning
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.
programmed learning
The document discusses the history and principles of programmed learning. It was developed by B.F. Skinner based on operant conditioning research. Programmed learning breaks content into small sequential steps and provides immediate feedback. There are two types: linear programming which presents one concept at a time, and branching programming which allows for multiple choices and remedial frames for incorrect answers. The principles include small steps, active student response, and self-pacing. Programmed learning aims to individualize instruction and help students learn at their own pace without a teacher.
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Individualized Instruction aims to adjust education to cater to each student's specific needs and abilities. It places responsibility for learning on students, improving their motivation. There are various approaches, including Programmed Instruction, which breaks content into small, logically sequenced steps with immediate feedback. Computer Assisted Instruction also enables self-paced, individualized learning through simulations, tutorials and practice. Overall, Individualized Instruction customizes education for varied student differences, abilities and paces of learning.
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The document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It has basic principles like small steps, active response, reinforcement, and self-pacing. Programmed instruction is effective as it allows individualized learning at one's own pace with feedback, but has limitations like being difficult to develop, restricting creativity, and not applying well beyond cognitive objectives.
Education Technology: Program Instruction or Learning
This document discusses different models of programmed instruction in education technology. It describes linear and branching models of programmed instruction. The linear model presents material in a fixed straight line sequence, while the branching model allows students to choose their own path through the material based on their responses. The document also discusses pioneers in the field like Skinner, Crowder, and Pressey, and how their work influenced the development of programmed instruction and its basic principles.
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This document discusses programmed instruction, a method of teaching developed by B.F. Skinner. It involves breaking content down into small sequential steps, requiring active student responses, and providing immediate feedback. There are two types: linear programming presents content in a fixed order, while branched programming allows different paths based on student responses. Programmed instruction aims to individualize learning by allowing students to self-pace and receive continuous assessment. While it ensures students learn independently, developing effective programs can be difficult and time-consuming.
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Concept attainment is a technique developed by Fred Lighthall and Bruce Joyce to help students efficiently learn concepts and study their thinking processes. It involves teachers presenting students with a pre-organized dataset containing examples and non-examples of a concept, with the students' goal being to deduce the concept. By working through multiple example-non-example pairs, students study their strategy for conceptualizing and aim to improve their ability to form concepts.
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programmed learning
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.
programmed learning
The document discusses the history and principles of programmed learning. It was developed by B.F. Skinner based on operant conditioning research. Programmed learning breaks content into small sequential steps and provides immediate feedback. There are two types: linear programming which presents one concept at a time, and branching programming which allows for multiple choices and remedial frames for incorrect answers. The principles include small steps, active student response, and self-pacing. Programmed learning aims to individualize instruction and help students learn at their own pace without a teacher.
Programmed instruction ppt history
Individualized Instruction aims to adjust education to cater to each student's specific needs and abilities. It places responsibility for learning on students, improving their motivation. There are various approaches, including Programmed Instruction, which breaks content into small, logically sequenced steps with immediate feedback. Computer Assisted Instruction also enables self-paced, individualized learning through simulations, tutorials and practice. Overall, Individualized Instruction customizes education for varied student differences, abilities and paces of learning.
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The Concept Attainment Model is designed to help students learn concepts and become more effective learners of concepts. It involves presenting students with labeled examples and non-examples of a concept, having them compare attributes and generate hypotheses. Students then define the concept based on essential attributes and provide their own examples. The teacher then tests students' understanding and students discuss their thinking strategies. The goal is to help students learn to organize information and develop inductive reasoning skills.
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The document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It has basic principles like small steps, active response, reinforcement, and self-pacing. Programmed instruction is effective as it allows individualized learning at one's own pace with feedback, but has limitations like being difficult to develop, restricting creativity, and not applying well beyond cognitive objectives.
Education Technology: Program Instruction or Learning
This document discusses different models of programmed instruction in education technology. It describes linear and branching models of programmed instruction. The linear model presents material in a fixed straight line sequence, while the branching model allows students to choose their own path through the material based on their responses. The document also discusses pioneers in the field like Skinner, Crowder, and Pressey, and how their work influenced the development of programmed instruction and its basic principles.
Programmed instruction
This document discusses programmed instruction, a method of teaching developed by B.F. Skinner. It involves breaking content down into small sequential steps, requiring active student responses, and providing immediate feedback. There are two types: linear programming presents content in a fixed order, while branched programming allows different paths based on student responses. Programmed instruction aims to individualize learning by allowing students to self-pace and receive continuous assessment. While it ensures students learn independently, developing effective programs can be difficult and time-consuming.
06 chapter-six-concept-attainment
Concept attainment is a technique developed by Fred Lighthall and Bruce Joyce to help students efficiently learn concepts and study their thinking processes. It involves teachers presenting students with a pre-organized dataset containing examples and non-examples of a concept, with the students' goal being to deduce the concept. By working through multiple example-non-example pairs, students study their strategy for conceptualizing and aim to improve their ability to form concepts.
Programmed instruction1111
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
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.
Programmed Instruction: Basic concepts
This document discusses programmed instruction, which is a systematic, step-by-step method of self-instruction aimed at ensuring students learn specified behaviors. Programmed instruction breaks material down into small, logical steps and requires active student responses with immediate feedback. It allows students to learn at their own pace in a self-paced manner. While programmed instruction can help students learn independently without an instructor, it is best suited for teaching cognitive objectives and may limit creativity. Developing effective programmed instruction also requires expert knowledge and time.
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This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
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Online Assignment
1. Programmed instruction is an individualized teaching strategy developed in the 1950s based on behavioral psychology principles. It breaks content into small sequential steps with frequent questions and immediate feedback.
2. There are two main styles of programmed instruction - linear and branching. Linear programming follows a fixed sequence, while branching includes remedial frames for incorrect answers.
3. The advantages of programmed instruction include individualization, self-pacing, motivation of students, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
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This document provides an overview of the concept attainment model, a learning model developed by Jerome Bruner, Goodnow and George Austin in 1956. The concept attainment model is based on their research on thinking and aims to develop conceptual learning in students. It introduces students to the nature of concepts and provides training for concept attainment and clarification of known concepts. The model involves three phases - presenting examples to identify a concept, testing students' attainment of the concept, and analyzing student thinking strategies. The teacher's role is to support student hypotheses and focus attention on conceptual analysis. The model uses positive and negative examples to help students acquire new concepts through inductive reasoning.
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The document provides biographical details about Robert Gagné, an American psychologist known for his work on the conditions of learning and instructional design. It outlines his educational and professional background, including his military service during WWII which influenced his later work. It also summarizes Gagné's theory of different categories of learning and his nine steps of the learning process involving preparation, acquisition, and transfer of knowledge.
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This document presents information on three levels of teaching: memory, understanding, and reflective. It provides details on the objectives, nature of subject matter, teaching methods, equipment, and evaluation for each level. The memory level aims to impart factual knowledge through rote learning. The understanding level focuses on comprehension and application of concepts. The highest reflective level develops skills like critical thinking and problem solving. Each level has benefits but also limitations for different learners and subjects.
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This document discusses programmed instruction, which breaks subject matter into small, logical steps to provide individualized, self-paced learning. It defines programmed instruction, outlines its characteristics and principles, and describes different programming types like linear and branching. Linear programming follows a single path, while branching allows learners to take different paths based on responses. The document also covers merits and limitations of programmed learning and different programming types.
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Robert Gagne was an influential educational psychologist known for his work on conditions of learning and instructional theory. He received his PhD from Brown University in 1940 and worked as a professor at various universities. Gagne's major publications included The Conditions of Learning and Instructional Theory Foundations. He proposed a learning hierarchy consisting of different types of learning outcomes ranging from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule learning, and problem solving. Gagne also identified nine instructional events that should be followed to facilitate learning: gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing guidance, eliciting performance, providing feedback, assessing performance, and
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Programmed instruction is a method of teaching that presents information incrementally in small steps, requiring students to respond to each step before advancing. There are two types: linear programming which follows a straight path; and branching programming which allows for diagnosis of weaknesses and remediation through alternative paths. Branching programs have home pages for content and questions, and wrong pages for remedial explanations to redirect students. They use backward or forward branching techniques to move students through the program based on their responses.
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in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
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Programmed instruction was first developed in 1943 by B.F. Skinner. It involves breaking material down into small sequential steps and providing immediate feedback. There are three main types: linear programming which presents material in a straight path; branching programming which allows remedial paths for incorrect answers; and mathetics which uses a reverse chaining approach focusing on mastery of content. The techniques aim to actively engage students and allow self-paced learning without a teacher present. While effective for some, they also have limitations such as lack of motivation and difficulty developing materials.
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Programmed learning
Programmed learning is an educational method that breaks information into simple sections, requiring active student responses and immediate feedback to reinforce learning. It arranges material from basic to advanced in small sequential steps according to principles like self-pacing and self-evaluation. The goal is to help students learn on their own through self-instructional materials like textbooks, teaching machines, or computers.
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Programmed instruction1111
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
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.
Programmed Instruction: Basic concepts
This document discusses programmed instruction, which is a systematic, step-by-step method of self-instruction aimed at ensuring students learn specified behaviors. Programmed instruction breaks material down into small, logical steps and requires active student responses with immediate feedback. It allows students to learn at their own pace in a self-paced manner. While programmed instruction can help students learn independently without an instructor, it is best suited for teaching cognitive objectives and may limit creativity. Developing effective programmed instruction also requires expert knowledge and time.
Concept attainment model
This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
Gagne’s theory of instruction revised
Robert Gagne's theory of instruction outlines five types of learning and nine instructional events that should be included when designing effective lessons. The five types of learning are verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The nine instructional events are gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne believed lessons should be tailored to students and actively involve them to improve motivation and focus. The theory provides guidance for teachers to identify learning outcomes, consider contextual factors, and employ a variety of instructional strategies.
Online Assignment
1. Programmed instruction is an individualized teaching strategy developed in the 1950s based on behavioral psychology principles. It breaks content into small sequential steps with frequent questions and immediate feedback.
2. There are two main styles of programmed instruction - linear and branching. Linear programming follows a fixed sequence, while branching includes remedial frames for incorrect answers.
3. The advantages of programmed instruction include individualization, self-pacing, motivation of students, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
teaching algebra revised
This document discusses principles of teaching algebra. It describes a 3-part structure of algebra involving representing elements algebraically, transforming symbolic expressions, and interpreting new forms. Perspectives on algebra's usefulness in fields like science are provided. Principles for school mathematics emphasize patterns, quantitative relationships, and analyzing change. Models for teaching algebra include demonstrating worked examples, conceptual attainment, inductive thinking, advance organizers, and inquiry training. Each model involves multiple phases like confronting problems, gathering data, formulating explanations, and analyzing thinking processes.
Concept attainment model
This document provides an overview of the concept attainment model, a learning model developed by Jerome Bruner, Goodnow and George Austin in 1956. The concept attainment model is based on their research on thinking and aims to develop conceptual learning in students. It introduces students to the nature of concepts and provides training for concept attainment and clarification of known concepts. The model involves three phases - presenting examples to identify a concept, testing students' attainment of the concept, and analyzing student thinking strategies. The teacher's role is to support student hypotheses and focus attention on conceptual analysis. The model uses positive and negative examples to help students acquire new concepts through inductive reasoning.
Gagne
The document provides biographical details about Robert Gagné, an American psychologist known for his work on the conditions of learning and instructional design. It outlines his educational and professional background, including his military service during WWII which influenced his later work. It also summarizes Gagné's theory of different categories of learning and his nine steps of the learning process involving preparation, acquisition, and transfer of knowledge.
LEVELS OF TEACHING
This document presents information on three levels of teaching: memory, understanding, and reflective. It provides details on the objectives, nature of subject matter, teaching methods, equipment, and evaluation for each level. The memory level aims to impart factual knowledge through rote learning. The understanding level focuses on comprehension and application of concepts. The highest reflective level develops skills like critical thinking and problem solving. Each level has benefits but also limitations for different learners and subjects.
Mastery Learning Model
The document summarizes the mastery learning model of teaching. It defines mastery learning as an approach that helps students attain satisfactory performance in school subjects by breaking content into discrete units and requiring demonstration of mastery of one unit before advancing to the next. The key elements of the mastery learning model include planning for mastery, teaching for mastery, formative evaluation, providing remediation, and summative evaluation to assess mastery across units. Benefits include helping students identify their strengths and weaknesses, individualizing instruction, and reducing variation in achievement levels.
Programmed learning
This document discusses programmed instruction, which breaks subject matter into small, logical steps to provide individualized, self-paced learning. It defines programmed instruction, outlines its characteristics and principles, and describes different programming types like linear and branching. Linear programming follows a single path, while branching allows learners to take different paths based on responses. The document also covers merits and limitations of programmed learning and different programming types.
Gagne's theory on learning and instruction
Robert Gagne was an influential educational psychologist known for his work on conditions of learning and instructional theory. He received his PhD from Brown University in 1940 and worked as a professor at various universities. Gagne's major publications included The Conditions of Learning and Instructional Theory Foundations. He proposed a learning hierarchy consisting of different types of learning outcomes ranging from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule learning, and problem solving. Gagne also identified nine instructional events that should be followed to facilitate learning: gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing guidance, eliciting performance, providing feedback, assessing performance, and
Programmed instruction my presentation
Programmed instruction is a method of teaching that presents information incrementally in small steps, requiring students to respond to each step before advancing. There are two types: linear programming which follows a straight path; and branching programming which allows for diagnosis of weaknesses and remediation through alternative paths. Branching programs have home pages for content and questions, and wrong pages for remedial explanations to redirect students. They use backward or forward branching techniques to move students through the program based on their responses.
Classroom procedure for explicit instruction in conversational implicature
This document outlines a classroom procedure for teaching conversational implicature to advanced English language learners. The procedure involves four stages: 1) presenting Grice's Cooperative Principle and theories of implicature, 2) analyzing implicatures in a model conversation, 3) interpreting implicatures, and 4) group analysis of social interactions. The procedure was tested with 16 advanced learners but encountered difficulties, suggesting it is best for high-proficiency students.
Linear programmed learning
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
Programmed learning
Programmed instruction was first developed in 1943 by B.F. Skinner. It involves breaking material down into small sequential steps and providing immediate feedback. There are three main types: linear programming which presents material in a straight path; branching programming which allows remedial paths for incorrect answers; and mathetics which uses a reverse chaining approach focusing on mastery of content. The techniques aim to actively engage students and allow self-paced learning without a teacher present. While effective for some, they also have limitations such as lack of motivation and difficulty developing materials.
Cumulative learning theory
Robert Gagné developed the theory of cumulative learning, which outlines five types of learning and nine events of instruction. The theory proposes a hierarchy of learning outcomes from simple to complex. Lower orders focus on behavioral aspects like conditioning, while higher orders involve more cognitive skills like problem-solving. Gagné's nine events of instruction are designed to support the internal processes of learning and include gaining attention, presenting material, eliciting performance, and enhancing retention and transfer.
Gagne’s instructional theory
Robert Gagne developed an instructional theory based on the idea that different learning conditions lead to different types of learning. His theory includes four main elements: 1) Internal and external conditions of learning, 2) Three associations of learning - classical, operant, and verbal conditioning, 3) Five categories of learning - intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes, and 4) Nine instructional events to facilitate learning - from gaining attention to enhancing retention and transfer.
Programmed learning
Programmed learning is an educational method that breaks information into simple sections, requiring active student responses and immediate feedback to reinforce learning. It arranges material from basic to advanced in small sequential steps according to principles like self-pacing and self-evaluation. The goal is to help students learn on their own through self-instructional materials like textbooks, teaching machines, or computers.
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Classroom procedure for explicit instruction in conversational implicature
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Team teaching originated in 1954 at Harvard University and involves two or more teachers sharing responsibility for student instruction. It has the objectives of improving instruction quality by utilizing teacher talents and resources. Characteristics include flexible planning, shared responsibility, and consideration of student and school needs. Procedures include planning, organizing instruction such as lead lectures, and evaluating student performance. Advantages are improved learning outcomes for students and professional development for teachers. Disadvantages can include lack of training, role conflicts, and loss of individual autonomy.
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Digital lesson plan on team teaching
- 1. DIGITAL LESSON PLAN ON TEAM TEACHING Name-Mankiram Class-M.Ed Sem 4 27521885315
- 2. Essence of digitization in teaching- learning • The benefits of multimedia learning/digitization: Deeper understanding Improved problem solving Increased positive emotions Access to a vast variety of information World exploration
- 3. MODERN DIGITAL LESSON PLAN • Presentation on the topic: TEAM TEACHING
- 4. OUTLINE • Meaning of team teaching. • Process of team teaching. • Types of team teaching.
- 5. General Objectives • To develop curiosity and interest among pupils about the concept of team teaching. • To develop awareness among students about the process of team teaching. • To acquaint students with different types of team teaching available .
- 6. Learning Outcomes • To bring about improvement in the quality of instruction • To develop a feeling of joint responsibility • To make best use of available resources. • To meet the needs and interest of students on team teaching concept.
- 7. TEACHING-LEARNING AIDS/TOOLS USED • Power point presentation • LED/LCD projectors • Laser lights/pointers • Audio-video clips on process of team teaching • Visualizations on types of team teaching
- 8. Schematic of lesson plan • Motivation • Statement of aim • Content analysis/Presentation • Discussion questions • Teaching point • Recapitulation • Evaluation • Home Assignment
- 9. Introducing a lesson • Motivational questions What is required to carry teaching jointly by students? Ans: Cooperation with others Group activities require which skills on the part of students and teachers? Ans: Joint responsibility
- 10. Statement of Aim Let us study about “TEAM TEACHING”
- 11. TEAM TEACHING • Team learning is the collaborative effort to achieve a common goal within the group. The aim of team learning is to attain the objective through dialogue and discussion, conflicts and defensive routines, and practice within the group. In the same way, indigenous communities of the Americas exhibit a process of collaborative learning. • Teams need to discover their own formula for success regularly. Team learning is the collective learning process that helps effective teams in doing so; one common tool used is a learning agenda. Teacher will arrange a quiz for students: https://study.com/academy/practice/quiz-worksheet- collaborative-team-teaching.html
- 12. Student –teacher activity What is process of group joint responsibility on account of teachers called? ANS: TEAM TEACHING How can one make best use of available resources in class ? ANS: Through COOPERATION
- 13. STEPS OF TEAM TEACHING "Both lecturers meet regularly to plan the lesson." "They prepare notes and work-sheets, make copies of handouts to students." "During class, teacher A/B alternatively, introduces a concept ... depending on their area of specialization." • "He/she explains the rules and format for the concept for twenty to thirty minutes.“ "Alternatively, Teacher A/B observes the teaching and learning activity, an d noted comments on the strengths and weaknesses of the lesson." "Also, provides suggestions for improvement where appropriate.“ "Group work activity." • "Students create a context to apply or use the concept using [given resources].“ "Students present the activity."
- 14. https://www.slideshare.net/LakshmyTM/team-teaching- 80839786 "Both teachers alternatively provide oral and written feedback to the oral presentation and the written work submitted." "Students do corrections and resubmit work." "Both teachers meet to discuss and reflect on the teaching, as well as to evaluate students’ progress, as case-by-case basis." "The teacher who is the expert in the area in which the students had shown weaknesses will re-teach the concept." "Students do corrections and resubmit work." "The cycle repeats with the introduction of new concepts."
- 15. Types of TEAM TEACHING • https://ctserc.org/component/k2/item/50-six- approaches-to-co-teaching Students will go through the link themselves to understand different types of team teaching.
- 16. Recapitulation 1. What is team teaching? 2. What are the various features of team teaching? 3. What are the steps of team teaching? 4. Name the types of team teaching processes?
- 17. Evaluation • Complete the given assignment and mail it to respective ids: https://study.com/academy/practice/quiz- worksheet-co-teaching.html
- 18. Home Assignment • Students will prepare a presentation on team teaching and share it on COURSERA