The document describes the project method, an educational approach where students learn by conducting an investigative project or long-term task. It traces the origins and development of the project method from 1900 to today. Key aspects covered include characteristics like student choice, real-world application, and a facilitative teacher role. The document also outlines types of projects, principles, procedures, roles and merits/demerits of the project method.
Teacher autonomy : a tool to create learner autonomyAditi Bhushan
This was presented in National Seminal held at Gurukrupa College of Education and Research, Kalyan. This presentation is about teacher-learner autonomy.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
This document discusses diagnostic tests, which are designed to identify specific learning deficiencies in individuals in order to address them. It outlines the nature, definition, functions, characteristics, construction, preparation, administration, and uses of diagnostic tests. Diagnostic tests differ from achievement tests in that they more exhaustively test each learning point to provide a detailed picture of a student's strengths and weaknesses. The roles of diagnostic tests include directing curriculum, providing educational guidance, simulating learning activities, and informing administrative and supervisory efforts. Computer programs can help score and interpret diagnostic tests to formulate individualized instructional programs.
The Computer Science teacher plans the entire academic year course in consultation with other science teachers. This includes planning curricular activities like clubs and events, as well as the distribution of lessons, holidays, and extracurricular activities throughout the year. Year planning considers factors like the syllabus units, periods allotted, and aims to maximize the use of resources, time, and facilities while providing guidance to teachers on lesson planning and distribution of time for each lesson.
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
This document discusses open learning and distance learning. Open learning is a non-formal approach that allows people who cannot attend regular classes, such as working adults, to still obtain an education. Distance learning separates learners from institutions through space or time, using communication technologies like radio, television, and online materials. Both open and distance learning provide flexible options so people can learn while working and at their own pace. They increase access to education for those unable to attend traditional schools.
This document discusses continuous and comprehensive evaluation (CCE), including its aims, objectives, characteristics, and components. CCE aims to reduce student stress, make evaluation regular and comprehensive, and improve teaching and learning. It assesses students' scholastic development as well as co-scholastic areas like life skills, attitudes, interests, and physical health. CCE uses both formative and summative assessments periodically and continuously to evaluate students' cognitive, psychomotor, and affective development in a holistic manner. Progress reports are used to communicate student performance and guide future educational and career decisions.
Curriculum development scope, elements and importanceasif jamall
The document discusses key aspects of curriculum design including its definition, purpose, and essential components. It notes that curriculum provides a sequence of planned learning experiences to help students master content and skills. It should act as a central guide for educators on what is essential for teaching and learning. The document also outlines several important considerations in curriculum design, such as scope, sequence, integration, and continuity. It lists common elements that make up a curriculum such as subject matter, goals and objectives, instructional plans, materials, and assessment. Overall, the document provides a comprehensive overview of curriculum and guidance on how to develop curricula that effectively support learning.
Teacher autonomy : a tool to create learner autonomyAditi Bhushan
This was presented in National Seminal held at Gurukrupa College of Education and Research, Kalyan. This presentation is about teacher-learner autonomy.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
This document discusses diagnostic tests, which are designed to identify specific learning deficiencies in individuals in order to address them. It outlines the nature, definition, functions, characteristics, construction, preparation, administration, and uses of diagnostic tests. Diagnostic tests differ from achievement tests in that they more exhaustively test each learning point to provide a detailed picture of a student's strengths and weaknesses. The roles of diagnostic tests include directing curriculum, providing educational guidance, simulating learning activities, and informing administrative and supervisory efforts. Computer programs can help score and interpret diagnostic tests to formulate individualized instructional programs.
The Computer Science teacher plans the entire academic year course in consultation with other science teachers. This includes planning curricular activities like clubs and events, as well as the distribution of lessons, holidays, and extracurricular activities throughout the year. Year planning considers factors like the syllabus units, periods allotted, and aims to maximize the use of resources, time, and facilities while providing guidance to teachers on lesson planning and distribution of time for each lesson.
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
This document discusses open learning and distance learning. Open learning is a non-formal approach that allows people who cannot attend regular classes, such as working adults, to still obtain an education. Distance learning separates learners from institutions through space or time, using communication technologies like radio, television, and online materials. Both open and distance learning provide flexible options so people can learn while working and at their own pace. They increase access to education for those unable to attend traditional schools.
This document discusses continuous and comprehensive evaluation (CCE), including its aims, objectives, characteristics, and components. CCE aims to reduce student stress, make evaluation regular and comprehensive, and improve teaching and learning. It assesses students' scholastic development as well as co-scholastic areas like life skills, attitudes, interests, and physical health. CCE uses both formative and summative assessments periodically and continuously to evaluate students' cognitive, psychomotor, and affective development in a holistic manner. Progress reports are used to communicate student performance and guide future educational and career decisions.
Curriculum development scope, elements and importanceasif jamall
The document discusses key aspects of curriculum design including its definition, purpose, and essential components. It notes that curriculum provides a sequence of planned learning experiences to help students master content and skills. It should act as a central guide for educators on what is essential for teaching and learning. The document also outlines several important considerations in curriculum design, such as scope, sequence, integration, and continuity. It lists common elements that make up a curriculum such as subject matter, goals and objectives, instructional plans, materials, and assessment. Overall, the document provides a comprehensive overview of curriculum and guidance on how to develop curricula that effectively support learning.
This document provides an overview of Ivan Illich, a 20th century academic and social critic. It discusses his background, influences, philosophy and critiques of institutions, experts, commodification, and the principle of counter-productivity. Illich advocated for learning webs and new non-formal educational institutions as convivial alternatives. He challenged conventional assumptions and called for rethinking how learning and development occur.
This document lists the group members working on alternative education and then covers the following key points:
1. It defines 10 principles of alternative education including being learner-centered, using educational technology, and allowing for self-learning.
2. It discusses the need and importance of alternative education in addressing issues like the explosion of knowledge and population.
3. The aims of alternative education are listed as providing education for all, expanding education access, and developing national consciousness through an equitable and low-cost system.
The document discusses the concept of academic autonomy for colleges and its benefits. It aims to promote innovations in teaching and evaluation methods to improve education standards. An autonomous college would have freedom in curriculum design, teaching methods, and student assessments while being accountable for academic quality. Autonomy encourages critical thinking skills and meeting social needs but proper implementation and accountability are important to ensure program and student competency.
This document discusses the importance of co-curricular activities in education. It defines co-curricular activities as activities that reinforce the curriculum outside the classroom. It identifies several types of co-curricular activities including literary, physical, aesthetic, civic, social welfare, and pleasure trip activities. The document outlines the need and importance of co-curricular activities for educational, psychological, social, and physical development. It also discusses the effects of co-curricular activities on personality development and their advantages such as developing communication skills and personality. Some disadvantages including increased workload and financial burden are also presented. The document concludes by highlighting the contribution of co-curricular activities to national development through achievements in sports and directing youth energies positively.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
Role of NGO, Civil Society and Advocacy in EducationPickaNigam
This document discusses the roles and functions of NGOs, civil society, and advocacy groups in secondary education. It outlines that NGOs focus on areas like teacher training, curriculum development, community mobilization, and supporting special needs children. Their roles include creating innovative schooling models, monitoring education programs, and advocating for policy reforms. Civil society plays an important role as a link between communities and the government in designing, implementing, and monitoring education. Advocacy groups advocate for child-centered education policies and provide legal support for students with special needs.
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptxDR KRISHAN KANT
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
The document provides an overview of Navodaya Vidyalayas, which are a system of residential schools for talented rural children in India. Some key points:
- The schools were established to provide quality education comparable to best private schools for talented rural children.
- Objectives include promoting national integration, providing modern education, and ensuring students attain competence in three language formula of their state.
- Schools are co-educational, residential, and provide free education, boarding, uniforms, books, etc. for students from Class 6 to 12.
- Admission is based on merit via an annual entrance exam, with reservations for rural, SC/ST, and girl students.
The document discusses the Choice Based Credit System (CBCS) and provides details about key aspects of CBCS including:
- CBCS provides flexibility for students to choose courses, learn at their own pace, and adopt an interdisciplinary approach.
- Students are awarded credits based on courses and grades are assigned on a 10-point scale. A Semester Grade Point Average (SGPA) is calculated each semester and a Cumulative Grade Point Average (CGPA) is calculated overall.
- Core courses are compulsory while elective courses can be chosen from different subjects. Foundation courses are also included.
- CBCS follows a semester pattern and students are evaluated through continuous assessment and end-of-semester
The District Primary Education Programme aims to provide all children, including those with disabilities, access to primary education through formal schooling or non-formal programs. It seeks to facilitate access for disadvantaged groups like girls, socially backward communities, and children with disabilities. The program also aims to improve teaching effectiveness through teacher training, developing learning materials, and upgrading infrastructure, as well as providing short training to primary teachers on educating children with disabilities and appointing special teachers for support.
IMPACT OF EDUCATION ON DOMESTIC VIOLENCESparkles Soft
IMPACT OF EDUCATION ON DOMESTIC VIOLENCE,quality content writing help & services that meet your requirements at an affordable market price. Sparkles Soft www.sparklessoft.com Services are:
Thesis writing, journals, reports, admission essays, dissertations, assignments writing, college essays, online academic paper solution, case study, exams help, term papers, diverse types of college, university and organization papers.
SPARKLES SOFT ( www.sparklessoft.com ) have the professional experience of several years that has granted www.sparklessoft.com the status of one of the most reliable source of professional academic writing Services.
Sparkles Soft’s www.sparklessoft.com academic writing services, we struggle to make customers completely gratified with the services.
Sparkles Soft Services are:
Thesis writing, journals, reports, admission essays, dissertations, assignments writing, college essays, online academic paper solution, case study, exams help, term papers, articles, book review, book writing, book proof reading, book report, report writing, homework help, coursework, and diverse types of college, university and organization papers.
1. PHD Research Papers
2. MBA Dissertations
3. ACCA,BSC Applied Accountancy Project
The document discusses IT in schools and the uses of Victers Channel. IT in schools helps promote culture, develop higher values in children, and prepare them to face societal problems. Victers is India's first broadband network for schools on EDUSAT. It has interactive and non-interactive modes. The interactive mode is used for video conferencing and training, while the non-interactive channel airs educational programs from 6AM to 11PM for users like IT schools and the Directorate of Teacher Education. The Victers Channel airs various exam-oriented, storytelling, career-focused, and information-based programs.
This document discusses distance education and open learning systems. It defines distance education as education provided outside the formal education system using correspondence or multimedia. The document lists the various names for distance education models. It describes the need for distance education to provide educational access and the objectives of increasing education levels. The key characteristics, merits, and limitations of distance education are outlined. The document also describes open school systems which provide flexible education to those over 16, and open universities like IGNOU which expand access to higher education.
The document discusses social diversity in India. It notes that India has significant diversity in terms of caste, religion, language, and region. Some of the key aspects of social diversity in India include its linguistic diversity, with over 3000 languages spoken, and its religious diversity, with Hindus making up 80% of the population and other faiths also present. The education system in India aims to promote understanding of social diversity and national integration, through teaching history, celebrating common festivals, and establishing a shared curriculum.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
Ivan Illich was an Austrian philosopher, Catholic priest, and writer who criticized modern institutions and technologies. He was born in 1926 in Vienna and studied in several European cities before becoming a priest and moving to the US. Illich later left the priesthood and moved to Mexico, where he established an intercultural research center. He wrote several influential books critiquing issues like education, medicine, and technology. Illich argued that institutions often end up serving purposes opposite of their original intentions and advocated for more convivial and decentralized systems. He died in 2002 in Germany.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
This document discusses India's primary education system. It outlines several government schemes aimed at improving access and quality, including the District Primary Education Programme, Sarva Shiksha Abhiyan, and Mid-Day Meals. It also analyzes factors that influence school attendance rates, such as costs of education, availability of schools, and family income. While enrollment rates have increased, quality remains a challenge, with many schools lacking basic facilities like separate toilets for girls. Achieving universal primary education in India has proven difficult due to issues of access as well as fictitious enrollment inflating completion rates.
The document outlines Vinod K. Kanvaria's presentation on open educational resources (OER). The presentation covers definitions of open, open source, and the blurred line between open and free. It also discusses OER classification systems, the OER lifecycle including preparation, search/classify, (re)purpose, value addition, publish/deliver and review. Examples of OER repositories and resources are provided. The presentation emphasizes the benefits of OER for education and their importance for keeping pace with the future.
The document provides an overview of group projects and the project method in education. It discusses that the project method involves students working individually or in small groups to analyze and develop solutions to real-world problems within a set timeframe. It also outlines the key stages of a group project, including analyzing the project question, developing solutions, managing the project progress, and presenting the results. The document emphasizes the importance of developing students' teamwork, leadership, problem-solving and management skills through group projects.
This document provides an overview of Ivan Illich, a 20th century academic and social critic. It discusses his background, influences, philosophy and critiques of institutions, experts, commodification, and the principle of counter-productivity. Illich advocated for learning webs and new non-formal educational institutions as convivial alternatives. He challenged conventional assumptions and called for rethinking how learning and development occur.
This document lists the group members working on alternative education and then covers the following key points:
1. It defines 10 principles of alternative education including being learner-centered, using educational technology, and allowing for self-learning.
2. It discusses the need and importance of alternative education in addressing issues like the explosion of knowledge and population.
3. The aims of alternative education are listed as providing education for all, expanding education access, and developing national consciousness through an equitable and low-cost system.
The document discusses the concept of academic autonomy for colleges and its benefits. It aims to promote innovations in teaching and evaluation methods to improve education standards. An autonomous college would have freedom in curriculum design, teaching methods, and student assessments while being accountable for academic quality. Autonomy encourages critical thinking skills and meeting social needs but proper implementation and accountability are important to ensure program and student competency.
This document discusses the importance of co-curricular activities in education. It defines co-curricular activities as activities that reinforce the curriculum outside the classroom. It identifies several types of co-curricular activities including literary, physical, aesthetic, civic, social welfare, and pleasure trip activities. The document outlines the need and importance of co-curricular activities for educational, psychological, social, and physical development. It also discusses the effects of co-curricular activities on personality development and their advantages such as developing communication skills and personality. Some disadvantages including increased workload and financial burden are also presented. The document concludes by highlighting the contribution of co-curricular activities to national development through achievements in sports and directing youth energies positively.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
Role of NGO, Civil Society and Advocacy in EducationPickaNigam
This document discusses the roles and functions of NGOs, civil society, and advocacy groups in secondary education. It outlines that NGOs focus on areas like teacher training, curriculum development, community mobilization, and supporting special needs children. Their roles include creating innovative schooling models, monitoring education programs, and advocating for policy reforms. Civil society plays an important role as a link between communities and the government in designing, implementing, and monitoring education. Advocacy groups advocate for child-centered education policies and provide legal support for students with special needs.
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptxDR KRISHAN KANT
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
The document provides an overview of Navodaya Vidyalayas, which are a system of residential schools for talented rural children in India. Some key points:
- The schools were established to provide quality education comparable to best private schools for talented rural children.
- Objectives include promoting national integration, providing modern education, and ensuring students attain competence in three language formula of their state.
- Schools are co-educational, residential, and provide free education, boarding, uniforms, books, etc. for students from Class 6 to 12.
- Admission is based on merit via an annual entrance exam, with reservations for rural, SC/ST, and girl students.
The document discusses the Choice Based Credit System (CBCS) and provides details about key aspects of CBCS including:
- CBCS provides flexibility for students to choose courses, learn at their own pace, and adopt an interdisciplinary approach.
- Students are awarded credits based on courses and grades are assigned on a 10-point scale. A Semester Grade Point Average (SGPA) is calculated each semester and a Cumulative Grade Point Average (CGPA) is calculated overall.
- Core courses are compulsory while elective courses can be chosen from different subjects. Foundation courses are also included.
- CBCS follows a semester pattern and students are evaluated through continuous assessment and end-of-semester
The District Primary Education Programme aims to provide all children, including those with disabilities, access to primary education through formal schooling or non-formal programs. It seeks to facilitate access for disadvantaged groups like girls, socially backward communities, and children with disabilities. The program also aims to improve teaching effectiveness through teacher training, developing learning materials, and upgrading infrastructure, as well as providing short training to primary teachers on educating children with disabilities and appointing special teachers for support.
IMPACT OF EDUCATION ON DOMESTIC VIOLENCESparkles Soft
IMPACT OF EDUCATION ON DOMESTIC VIOLENCE,quality content writing help & services that meet your requirements at an affordable market price. Sparkles Soft www.sparklessoft.com Services are:
Thesis writing, journals, reports, admission essays, dissertations, assignments writing, college essays, online academic paper solution, case study, exams help, term papers, diverse types of college, university and organization papers.
SPARKLES SOFT ( www.sparklessoft.com ) have the professional experience of several years that has granted www.sparklessoft.com the status of one of the most reliable source of professional academic writing Services.
Sparkles Soft’s www.sparklessoft.com academic writing services, we struggle to make customers completely gratified with the services.
Sparkles Soft Services are:
Thesis writing, journals, reports, admission essays, dissertations, assignments writing, college essays, online academic paper solution, case study, exams help, term papers, articles, book review, book writing, book proof reading, book report, report writing, homework help, coursework, and diverse types of college, university and organization papers.
1. PHD Research Papers
2. MBA Dissertations
3. ACCA,BSC Applied Accountancy Project
The document discusses IT in schools and the uses of Victers Channel. IT in schools helps promote culture, develop higher values in children, and prepare them to face societal problems. Victers is India's first broadband network for schools on EDUSAT. It has interactive and non-interactive modes. The interactive mode is used for video conferencing and training, while the non-interactive channel airs educational programs from 6AM to 11PM for users like IT schools and the Directorate of Teacher Education. The Victers Channel airs various exam-oriented, storytelling, career-focused, and information-based programs.
This document discusses distance education and open learning systems. It defines distance education as education provided outside the formal education system using correspondence or multimedia. The document lists the various names for distance education models. It describes the need for distance education to provide educational access and the objectives of increasing education levels. The key characteristics, merits, and limitations of distance education are outlined. The document also describes open school systems which provide flexible education to those over 16, and open universities like IGNOU which expand access to higher education.
The document discusses social diversity in India. It notes that India has significant diversity in terms of caste, religion, language, and region. Some of the key aspects of social diversity in India include its linguistic diversity, with over 3000 languages spoken, and its religious diversity, with Hindus making up 80% of the population and other faiths also present. The education system in India aims to promote understanding of social diversity and national integration, through teaching history, celebrating common festivals, and establishing a shared curriculum.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
Ivan Illich was an Austrian philosopher, Catholic priest, and writer who criticized modern institutions and technologies. He was born in 1926 in Vienna and studied in several European cities before becoming a priest and moving to the US. Illich later left the priesthood and moved to Mexico, where he established an intercultural research center. He wrote several influential books critiquing issues like education, medicine, and technology. Illich argued that institutions often end up serving purposes opposite of their original intentions and advocated for more convivial and decentralized systems. He died in 2002 in Germany.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
This document discusses India's primary education system. It outlines several government schemes aimed at improving access and quality, including the District Primary Education Programme, Sarva Shiksha Abhiyan, and Mid-Day Meals. It also analyzes factors that influence school attendance rates, such as costs of education, availability of schools, and family income. While enrollment rates have increased, quality remains a challenge, with many schools lacking basic facilities like separate toilets for girls. Achieving universal primary education in India has proven difficult due to issues of access as well as fictitious enrollment inflating completion rates.
The document outlines Vinod K. Kanvaria's presentation on open educational resources (OER). The presentation covers definitions of open, open source, and the blurred line between open and free. It also discusses OER classification systems, the OER lifecycle including preparation, search/classify, (re)purpose, value addition, publish/deliver and review. Examples of OER repositories and resources are provided. The presentation emphasizes the benefits of OER for education and their importance for keeping pace with the future.
The document provides an overview of group projects and the project method in education. It discusses that the project method involves students working individually or in small groups to analyze and develop solutions to real-world problems within a set timeframe. It also outlines the key stages of a group project, including analyzing the project question, developing solutions, managing the project progress, and presenting the results. The document emphasizes the importance of developing students' teamwork, leadership, problem-solving and management skills through group projects.
The project method is a teaching approach that involves assigning students a project to complete. It is based on the principles of learning by doing and learning through association, cooperation, and activity. Some key aspects of the project method are that projects should be purposeful, useful, allow student freedom, involve constructive activity, be realistic and related to students' lives, and focus on social development and usefulness to society. Students plan projects in advance to determine how, when, what, where, and why to solve problems.
Inquiry-based learning focuses on having students actively investigate topics rather than passively receiving information from the teacher. It emphasizes learning how scientific knowledge is gained through evidence rather than just presenting established facts. The teacher acts as a facilitator rather than dispenser of knowledge, allowing students to take a more independent role in the learning process. Research shows that understanding science requires building new knowledge on existing concepts and that effective learning involves social interaction and student control over the learning process.
Inquiry based instruction is a teaching method that allows students to connect new concepts to existing knowledge through active engagement and meaningful questions. It involves identifying learning goals, assessing prior knowledge, planning guiding questions, summarizing lessons, and applying knowledge through assessment and homework. Teachers establish discussion guidelines, engage students with initial questions, apply student ideas, and have students practice applying new rules or concepts.
The document discusses key aspects of conducting research and writing a research report. It addresses the importance of project management and having clear objectives. It also discusses the elements of a research report, including presenting the report as a story or argument. The document notes that a literature review is important to understand what is already known on a topic and to identify research gaps. It advises that a conclusion should discuss the significance of findings and their implications.
The project method is a teaching strategy where students present the results of their research on a concept or principle in a concrete form, such as a model, dramatization, or other visual illustration. It emphasizes hands-on learning and allows students to apply principles in a designed project. Some advantages are that it develops manipulative skills, tests students' creativity, can benefit weak oral communicators, and instills values like initiative while motivating continued learning. Effective use requires assigning suitable students clear objectives and carefully checking designs, materials, and supervision levels.
This document discusses inquiry-based learning, which involves students investigating topics, observing phenomena, analyzing and interpreting data, proposing explanations, predicting outcomes, and concluding while communicating their findings. It notes that inquiry-based learning is more authentic and constructivist compared to traditional learning, as it enhances critical thinking and problem solving while being student-centered, hands-on, and more engaging for students. Some challenges of inquiry-based learning mentioned include potential shortages of materials, limited time, classroom management difficulties, and teachers lacking sufficient scientific knowledge.
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
This document discusses active learning and its benefits. Active learning engages students through hands-on activities and practice applying skills. It allows students to work cooperatively in small groups. According to Dale's Cone of Learning, students retain 70% of what they say and 90% of what they say and do. The TEAMS program emphasizes interdisciplinary instructional teams, frequent technology use, and active learning. Technology supports independent inquiry and small group work. Active learning is one of the most effective teaching approaches as it increases learning effectiveness and efficiency through collaboration and exploration.
This document discusses the project method approach to learning. It defines the characteristics of a project as being problem-based, goal-oriented, and planned and directed by students. Projects are classified into three types: those producing physical materials, developing abilities, and promoting intellectual development. Benefits of the project method include developing creative and logical thinking, individual growth, and cooperation. Criteria for selecting topics include educational value, feasibility, challenge level, and cost. Steps involve purposing, planning, executing, and evaluating.
Activity Based Learning (ABL) Through Effectively Developed Lesson PlanTauqeer Khalid Khan
The document discusses implementing activity-based learning through effective lesson planning. It begins with objectives of understanding ABL and promoting its use in teaching. It then explains key aspects of ABL like interactive teaching, communicative approach, and sample lesson plans and activities for different grades. The document emphasizes that ABL enhances creativity and gives students varied hands-on experiences to facilitate learning. It also addresses impediments to implementing ABL and provides recommendations.
The document discusses a presentation created for an ICT exhibition on the theme of activity-based teaching. It covers related data on activity-based teaching at multiple educational levels. Various diagrams, equations, and data are included to demonstrate and tie together the concepts using ICT presentation tools.
Project-based Learning Multimedia as a Teaching-Learning StrategyJuaymah Daine Rivera
The document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and materials, introducing the project to students, having students learn the necessary technologies, conducting preliminary research and planning, developing concept designs and storyboards, producing drafts and finalizing the project, and concluding with presentations. It provides details on activities and considerations for each phase to help structure and implement the multimedia learning projects.
Activity Based Learning & Active Learning MethodologyVinothiniSylvia
The document discusses a new teaching method introduced in Tamilnadu that involves grouping children vertically with 4 students each from grades 1 through 4. This vertical grouping has advantages such as older children helping younger ones, encouraging cooperation over competition, and providing a solution for multi-grade classrooms. The method involves teachers introducing topics and then having children read independently, discuss in groups, create mind maps to depict concepts, and ensure each child can understand and explain the ideas with the teacher acting as a facilitator rather than conveyor of information.
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
The document discusses active learning techniques that engage students in higher-order thinking. It defines active learning as involving students in activities like discussion, problem-solving, and group work that get them interacting with lecture material rather than passively listening. Active learning is based on the assumptions that learning is active and different people learn differently. Examples of active techniques provided include think-pair-share, debates, and analyzing case studies. The document recommends breaking up lectures with these activities to maintain attention and encourage deeper learning.
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
The document summarizes a student's research project on how recessions affect airline passengers. The student first defines a recession and explores how it impacts the economy and aviation sector. Cost-cutting measures by airlines are discussed, such as staff reductions and flight cancellations. The student then analyzes how these measures can negatively affect passengers through issues like poor customer service, increased fees, and reduced safety precautions. Ultimately, the student concludes that while airlines must cut costs, measures taken should not compromise passenger safety.
The document discusses the project method of teaching. It defines the project method as a whole-hearted, purposeful activity carried out in a social environment. Some key characteristics are that it takes students beyond the classroom into a natural setting, encourages investigative learning and problem-solving, and gives students active involvement in tasks. There are individual, group, simple, and complex projects. The steps of a project include creating a situation, selecting a problem, planning, execution, evaluation, and reporting/recording. The project method aims to make learning more realistic and experiential for students.
The document discusses the project method of teaching. It defines the project method as a whole-hearted, purposeful activity carried out in a social environment. Some key characteristics of the project method are that it takes students beyond the classroom into a natural setting, encourages investigative learning and problem-solving, and involves active student involvement. The document also outlines various types of projects like individual/group and simple/complex projects. It concludes by describing the typical steps of a project from creating a situation to selecting a problem to planning, execution, evaluation, and reporting.
Project method is a student-centered teaching approach where students design curricula and content based on their interests. It involves hands-on, experiential learning through real-world projects conducted in natural settings. Key characteristics include developing investigative skills, encouraging social interaction, and giving students freedom and responsibility over their learning. The teacher acts as a facilitator, guiding students through planning, executing, and evaluating their projects. While time-intensive, it can enhance critical thinking, knowledge retention, and social skills if implemented effectively.
The document discusses the project method of teaching. It begins by defining the project method as a student-centered approach where students are actively involved in designing their curriculum and learning through hands-on activities. It then provides 3 key definitions of a project, lists characteristics such as encouraging investigative learning and developing social skills. The document outlines different types of individual and group projects. It concludes by discussing the steps involved in implementing a project, the teacher's facilitative role, and merits and demerits of the project method.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
1. From lower class to till college level all the students are doing Project method. By this PPt they can understand the procedure, steps, criteria for doing projects, merits & demerits
The document discusses three teaching methods: project method, role play, and brainstorming. It provides details on how each method works, including definitions, principles, steps, roles of teachers, advantages, and limitations.
The project method involves students working in groups to complete constructive activities related to real-life problems. It is student-centered and develops problem-solving skills. Role play allows students to take on roles and spontaneously react to situations to build empathy. Brainstorming engages students in freely generating ideas around a topic. All three methods aim to make learning more active, social, and relevant to students' lives compared to traditional lecture-based teaching.
This document discusses project-based learning (PBL), a teaching method where students design and carry out an extended project that results in a tangible product or presentation. It is intended to make learning more active and relevant. The key points are:
1) PBL involves students planning and completing a project on a topic of their choice, rather than passively receiving information.
2) Teachers guide students and facilitate learning, while students take responsibility for their own work.
3) Projects incorporate principles like freedom, reality, activity and experience to make learning more meaningful.
4) Successful projects follow steps like planning, execution, documentation and evaluation.
The project method emphasizes learning through purposeful activities carried out individually or in groups over time. It has its origins in Dewey's philosophy of pragmatism. Key principles include learning by doing, cooperation, and psychological laws of readiness, exercise, and effect. Teachers first create a problematic situation to spark student interest. Students then plan and execute a project to address the problem, evaluating their work upon completion. While time-intensive, the project method aims to develop skills like self-confidence, critical thinking, and independent learning through hands-on experiences.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
This document defines and describes the project method of teaching. It notes that a project involves a wholehearted and purposeful activity carried out in a social environment. Key characteristics of the project method include taking learning beyond the classroom, encouraging investigative learning and problem-solving, and promoting student involvement, scientific inquiry, and social skills. The steps of a project generally include creating a situation, selecting a problem, planning, execution, evaluation, and reporting. Merits include developing critical thinking and social skills, while demands on time, resources, and teacher expertise are potential demerits.
This document discusses the project method of teaching. It defines a project as a wholehearted activity carried out in a real-life setting. The key characteristics are that it takes learning beyond the classroom, is student-centered, and promotes self-expression and practical skills. There are different types of projects like constructive, aesthetic, and problematic. The roles of teachers are to guide students and create a democratic learning environment. The steps involve creating a situation, selecting a problem, planning, execution, evaluation, and reporting. The method aims to develop skills like problem-solving, social skills, and independence among learners.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
The document discusses constructivist teaching approaches and project-based learning using technology. It provides an overview of constructivism and how students learn by actively constructing their own knowledge. Project-based learning allows students to solve complex, real-world problems and take ownership over their learning. When implemented with technology, constructivist activities and project-based learning can provide diverse learning opportunities that develop higher-order thinking skills. The document also provides guidance on planning and assessing technology-enhanced, project-based learning activities.
The document discusses constructivism and project-based learning as approaches for teaching students with technology. It provides an overview of constructivism, describing how students construct their own knowledge and learn best when actively engaged. Project-based learning allows students to solve real-world problems in collaborative groups while developing cross-curricular skills. When planning projects, teachers should establish essential questions, ensure topics are relevant, and involve students in the planning process. Technology can support these approaches by providing pathways for diverse learning and allowing students to examine problems from multiple perspectives.
Project-based learning is an instructional approach where students explore real-world problems and challenges in collaborative groups, developing cross-curriculum skills. It helps students apply their learning to real life, inspires deeper understanding of subjects, and increases retention of knowledge. Students develop confidence, self-direction, and see the positive impact of their work within a community.
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Pride Month Slides 2024 David Douglas School District
Group Project: A Methodology by Vinod
1. Group Project
Method
Vinod Kumar Kanvaria
University of Delhi
vinodpr111@gmail.com
Teaching Strategies
Project Method
2. Historical Background
1900-Richards Colombia University
1908- Stevenson J.A used the term
1911- Massachusetts State Board of
Education
1918- Professor W.H. Kilpatrick of
Colombia University made formal attempt
to use in Education
based on John Dewey’s philosophy of
pragmatism, which stresses the Principle
of “learning by doing”
Teaching Strategies
Project Method
3. Characteristics
It takes the student beyond the walls of the
class room.
It is carried out in a natural setting, thus
making learning realistic and experiential.
It encourages investigative learning and
solution of practical problems.
It is focused on the student as it enlists
his/her active involvement in the task set.
It encourages the spirit of scientific enquiry as
it involves validation of hypotheses based on
evidence gathered from the field through
investigation.
Teaching Strategies
Project Method
4. It promotes the better knowledge of
practical/functional aspects of
knowledge gained from books.
It enhances the student’s social
skills, as it requires interaction with
the social environment.
Teacher plays a facilitative role
rather than the role of an expert.
It allows the students a great
degree of freedom to choose from
among the options given to them,
hence it provides a psychological
boost.
It encourages the spirit of research
in the student.
Teaching Strategies
Project Method
5. Definition
A project is a whole-hearted
purposeful activity proceeding in a
social environment – W.H.
Kilpatrick
A project is a bit of real life that
has been imparted into school –
Ballord
It is a voluntary undertaking which
involves constructive effort or
thought and eventuates into
objective results – Thomas & Long
Teaching Strategies
Project Method
6. A project is a significant practical
unit of activity of a problematic
nature planned and carried to
completion by the pupils in a
natural manner involving the use
of physical materials to complete
the unit of experience - Bossing
A project is any unit of activity,
individual or group, involving the
investigation and solution of
problems, planned and carried
out to conclusion under the
guidance of the teacher –
Callahan & Clark
Teaching Strategies
Project Method
7. Types of Project method
Dr. W. H. Kilpatrick, in his paper on “The
Project Method” (1918), has classified
projects on the basis of tasks involved:
Problem Type: A project that involves
investigation and solution of practical
problems (e.g.: doing a project on the
problem of low literacy level in a nearby
village, investigating pollution problems,
investigating community health problems
etc.)
Product Type: A project that involves
construction of a useful material object
or article to embody some idea or plan in
external form.(e.g.: making a model of
the wooden cantilever bridge over the
Yamuna river in Delhi)
Teaching Strategies
Project Method
8. Consumer Type: A project that
provides opportunities for
experience on a particular
area/field and writing an account on
it. (e.g.: attending a festival in a
village and writing an account on its
aesthetic value.)
Drill Type: A project that provides
opportunities for mastery of skill
or knowledge on a particular
area/field. (e.g.: writing a critical
analysis “on the system of
government during the rule of first
and second Mughal emperor”)
Teaching Strategies
Project Method
9. Principles of Project Method
The Principle of Utility: The project work attempts to
study, investigate and find solution to a practical problem.
The problem is not abstract but a concrete one which the
learner can identify. The learner is convinced of the need to
investigate the problem as it definitely has an impact on the
life around him. Thus, the project work has utility value.
The Principle of Readiness: The learners are allowed to
choose any one from a set of problems presented. Thus, the
learners are given freedom to choose the problem based on
their interest. As a result, the learners show a high degree of
readiness.
The Principle of Learning by doing: This method is
activity-based method and the learners acquire the knowledge
based on work and practical experience. Thus, whatever
learning takes place is the by-product of the activity and this
makes learning a memorable and an enriching experience.
Teaching Strategies
Project Method
10. Principles of Project Method
The Principle of freedom at work: The teacher
acts only as a guide and facilitator and the
learners enjoy a high degree of freedom to
choose and work on their own with least
assistance from the teacher. The freedom allowed
to the student facilitates the process of emotional
and intellectual development in the child.
Principle of Socialization: The project work
attempts to provide opportunities for the student
to acquire social skills necessary at a later stage
to move and fit into the system of society easily
and profitably. The student under this method
comes into contact with the social environment
and during the course of active interaction with
various elements of social environment acquires
the social skill.
Teaching Strategies
Project Method
11. Stages & Steps in Problem
type Project
According to Diana and L. Booth (1986), a
problem type project has three distinct
stages:
Class room planning
Execution
Conclusion
Teaching Strategies
Project Method
12. Classroom Planning
In this stage, the important aspects related to the
project work are discussed and the execution of
the project work is planned thoroughly. There
are 4 steps under this stage.
Step 1 : Providing a set of problems: The
teacher provides a set of problems to the
students and initiates discussion on them. The
students, individually or groups are asked to
choose a particular problem that interest them.
Step 2 : Selecting and defining a problem: The
students select a particular problem (individually
or in groups) and define the problem precisely.
The precise definition of the problem is very
important because the student should be clear
about the problem in which he/she works.
Teaching Strategies
Project Method
13. Classroom Planning
Step 3 : Formulating hypothesis: Hypothesis are
probable solutions to the problems. The
students at this point , after reflection and
discussion, frame a hypothesis for the problem
selected.
Step 4: Planning/Designing methods to test
the hypothesis formulated: The teacher then
asks the students to plan or design methods to
test the correctness of the hypothesis framed for
the problem selected. The student reflect on the
nature of the problem, the hypothesis framed,
the data required to validate the hypothesis, the
mode of collecting such data etc., and
plan/design a comprehensive method to test the
hypothesis. The teacher, before the
commencement of the execution stage,
discusses the evaluation criteria with the
students and briefs them on the format of the
project report to be submitted.
Teaching Strategies
Project Method
14. Execution
In this stage the student comes into contact with the social
environment and active interaction results between the
two. This stage provides ample opportunity for the learner
to acquire and improve social skills. The steps under this
stage are,
Step 5 : Collection of data: The students move out of the
class room and as per their plan begin to gather data from
various sources. They have to carefully record the
information collected and later organise the information in
a way that would facilitate further study and interpretation.
Step 6 : Interpretation of data: At this point the students
study carefully the data collected and interpret information
collected. The interpretations are noted down and the
findings and conclusions are arrived at.
Step 7: Reviewing: The students then critically examine the
methods adopted to collect the data, the adequacy of the
data collected, the interpretation of the data and the
conclusions arrived at which either support or reject the
hypothesis formulated. After this the teacher is consulted
and a review of the entire project exercise is made. The
suggestions and recommendations of the teacher are
incorporated in the first draft of the project report.
Teaching Strategies
Project Method
15. Conclusion
In this stage, the project work report is submitted by
the students and the Evaluation of the same is
undertaken by the teacher. The steps under this
stage are,
Step 8 : Reporting: The students present their
findings in the form of a project- report, after
receiving the corrected first drafts submitted.
The report generally consists of the following
components,
Introduction: A description of the topic being studied,
along with relevant background information is
given here. A clear statement of the purpose,
and scope of the study should be included.
Materials and methods used: A description of the
equipments, methods and procedures used and
experiments performed is given. Teaching Strategies
Project Method
16. Conclusion
Observations and results obtained: The recorded
observations and the data collected are noted
under this section.
Discussion: Interpretation of the data/ findings,
comparison of the results with other workers in
the same field and the conclusions arrived at.
Bibliography: List of references if any
Step 9: Evaluating: The teacher evaluates the
work submitted, on the basis of the evaluation
criteria discussed and decided upon with the
students. The evaluation criteria should be clear,
specific and comprehensive.
Teaching Strategies
Project Method
17. Procedural steps for Product type,
Consumer type and Drill type project
works
The following procedural steps may be followed while
carrying out Product type, consumer type and
drill type project works,
1. Providing a set of topics/ sub topics/issues etc.,
2. Selecting
3. Purposing (Objectives)
4. Executing
5. Reviewing
6. Reporting
7. Evaluating (In this case, the set of criteria may
differ from that of problem type)
Teaching Strategies
Project Method
18. Role of the Teacher in a
project work
1. The teacher is not a dictator or a
commander but a friend, guide and a
working partner.
2. He should provide occasions for shy pupils
to come forward and contribute something
towards the success of the project.
3. He should help the students in developing
the character and personality by allowing
them to accept the responsibilities and
discharge them efficiently.
Teaching Strategies
Project Method
19. 4. He should provide democratic
atmosphere in the class so that the
pupils can express themselves fully
without any fear of the teacher.
5. He should be alert and active all
the time to see that the project is
running in its right lines.
6. He should have a thorough
knowledge of individual children so
as to allot them work accordingly.
7. He should have initiative, tact and
zest for learning
Teaching Strategies
Project Method
20. Merits of Project Method
This method is based upon the laws of learning. ie.,
Law of readiness: The pupils are made ready to learn
by creating interest, purpose and life-like situations.
Law of exercise: By practicing, we learn things. There is
self-activity on the part of the students. They carry on
the activity in the real life situations; the experiences
gained thus are very useful in the later life of the
children.
Law of effect: The sense of success and satisfaction
should accompany the learning process. This law makes
it essential for the teacher to make the child satisfied and
feel happy in what he/she is learning.
It promotes co-operative activity and group
interaction. As a result habits of thinking for a
common cause, tolerance, self-dependence,
resourcefulness and other socially desirable habits
are formed.
Teaching Strategies
Project Method
21. Merits of Project Method
It is a democratic way of learning. The children
choose, plan and execute the project themselves.
It teaches dignity of labour and the pupils develop
respect and taste for all types of work.
It affords opportunity to develop keenness and
accuracy of observation and to experience the job of
discovery.
It helps to widen the mental horizon of pupils. Old
beliefs and prejudices are overcome when the child
experience and analyse the problems in their
natural settings.
It sets up a challenge to solve a problem and this
stimulates constructive and creative thinking.
Teaching Strategies
Project Method
22. Demerits of Project Method
It absorbs a lot of time, with the result that the
quantity of knowledge suffers.
The whole syllabus, especially for more advanced
classes, cannot well be included in a collection of
projects and it is difficult to finish the syllabus in
the limited time.
It is expensive in the sense that a well-equipped
library and a laboratory are required and at the
same time, the pupils have to bear the expenses on
excursion and other visits etc.
The teacher will have to be exceptionally gifted,
knowledgeable as well as alert and helpful.
Teaching Strategies
Project Method
23. Suggestive Task
Read the model lesson plans based
upon the Project method from the
Internet.
Plan a lesson using the project
method in your group for
presentation to the class
THANKS FOR YOUR PATIENCE
Teaching Strategies
Project Method