Detailed about teaching Process ..

1. How to Teach? A glimpse over itHow to Teach? A glimpse over it
Dr. Goutam PatraDr. Goutam Patra
Govt. College of Education,Govt. College of Education,
Banipur, North 24 ParaganasBanipur, North 24 Paraganas

3. 3
Teaching should be such that what is offered
is perceived as a valuable gift and not a hard
duty
Things should be made as simple as
possible, but not any simpler.
Albert Einstein

4. Good teaching in the eyes ofGood teaching in the eyes of
studentsstudents
• HeadHead
Knowledge and expertiseKnowledge and expertise
Personal experience and insightsPersonal experience and insights
Able to help students understandAble to help students understand
• HandHand
Teaching skills: presentation and questioning skills, etc.Teaching skills: presentation and questioning skills, etc.
Teach students to thinkTeach students to think
• HeartHeart
Concern for students’ learning and well-beingConcern for students’ learning and well-being
Empathy and supportEmpathy and support

5. GOOD LECTURING PRACTICE:GOOD LECTURING PRACTICE:
Preparation & OrchestrationPreparation & Orchestration

6. “The best general advice to the teacher who would
lecture well is still, 'Don't lecture.’”
Eble (1988)
“Good teaching employs head, hands and heart.”
K. P. Kwan (1996)
“Most student learning occurs outside the classroom.”
McKeachie (1994)

7. OBJECTIVES OF A LECTUREOBJECTIVES OF A LECTURE
 Deciding on learning goalsDeciding on learning goals
 Organizing the lectureOrganizing the lecture
 Preparing lecture materialsPreparing lecture materials
 Practicing the lecture presentationPracticing the lecture presentation
 Delivery skillsDelivery skills
 Learning from your own lecturingLearning from your own lecturing

8. I. DECIDING ON LEARNING GOALSI. DECIDING ON LEARNING GOALS
Here are four steps to help you decide what and howHere are four steps to help you decide what and how
much to include in your lecture:much to include in your lecture:
• Select the Main PointsSelect the Main Points
• Draft Learning ObjectivesDraft Learning Objectives
• PrioritizePrioritize
• Revise and Complete OutlinRevise and Complete Outlinee

9. 1a. Select the Main Points1a. Select the Main Points
i.i. Write a one sentence purpose statement for your lectureWrite a one sentence purpose statement for your lecture
ii.ii. List the main points you plan to coverList the main points you plan to cover
iii.iii. Generally no more than five major topicsGenerally no more than five major topics
iv.iv. Points can be:Points can be:
 topicaltopical
 heuristical (reasons why)heuristical (reasons why)
 chronologicalchronological
 proceduralprocedural

10. 1b. Draft Learning Objectives1b. Draft Learning Objectives
i.i. Turn your purpose and main points into objectivesTurn your purpose and main points into objectives
of what the students should learnof what the students should learn
ii.ii. List everything you want students to learnList everything you want students to learn
iii.iii. Include examples, activities, and demonstrationsInclude examples, activities, and demonstrations
that would help them learn each main pointthat would help them learn each main point
iv.iv. Do not be concerned about time (yet)Do not be concerned about time (yet)

11. 1c. Prioritize1c. Prioritize
i. Go through your outline and prioritize:i. Go through your outline and prioritize:
1 = essential for students1 = essential for students
2 = important but not essential2 = important but not essential
3 = nice to know3 = nice to know
ii. Think in terms of what you want students to learn ratherii. Think in terms of what you want students to learn rather
than what you will presentthan what you will present

12. 1d. Revise and Complete Outline1d. Revise and Complete Outline
i.i. Make sure you have examples, demonstrations,Make sure you have examples, demonstrations,
questions and practice activities for each main pointquestions and practice activities for each main point
ii.ii. Be sure to include your introduction, break times andBe sure to include your introduction, break times and
conclusionconclusion
iii.iii. Assign times for each main point and activityAssign times for each main point and activity
iv.iv. Continue revising your outline until you have your “bestContinue revising your outline until you have your “best
guess” as to the amount of information and activities youguess” as to the amount of information and activities you
can cover In the time availablecan cover In the time available
v.v. Final outline becomes a blueprint for developing theFinal outline becomes a blueprint for developing the
lecturelecture

13. II. ORAGNIZING THE LECTUREII. ORAGNIZING THE LECTURE
Lectures have three distinct parts:Lectures have three distinct parts:
• Introduction: “What you're going to learn”Introduction: “What you're going to learn”
• Body: “Learn it”Body: “Learn it”
• Conclusion: “What you've learned”Conclusion: “What you've learned”

14. IntroductionIntroduction
1. Purpose1. Purpose
 to gain your students’ attentionto gain your students’ attention (“Attention Getter”)(“Attention Getter”)
 to state your purpose and main pointsto state your purpose and main points (“Objectives”)(“Objectives”)
 to relate to students' motivesto relate to students' motives (“Motivation”)(“Motivation”)
 to orient your studentsto orient your students
 to the organized main ideas of the lessonto the organized main ideas of the lesson (“Advance(“Advance
Organizer”)Organizer”)
 to the time schedule and techniques of presentationto the time schedule and techniques of presentation
(“Agenda”)(“Agenda”)
 to help your students recall related informationto help your students recall related information (“Review”)(“Review”)

15. IntroductionIntroduction
2. Gaining attention2. Gaining attention
 describe an interesting casedescribe an interesting case
 use a quotationuse a quotation
 statisticsstatistics
 unusual storyunusual story
 current eventscurrent events
 humorhumor

16. Introduction
3. Stating your purpose and main points
 state overall purpose of lecture
 state main points to be covered
 briefly explain each point
 explain how topic will affect them

17. Body
1. Begin by restating each main point/learning goal
2. Explain and demonstrate main points
 present essential points first, followed by most
important next, and “nice to know” last
3. Use examples to facilitate understanding
 at least one example per idea
 verbal and/or visual
 use several examples for complex ideas
 use interesting examples
 restate idea at end of example(s)
 make sure students can relate to examples

18. Body
4. Have students practice using main points
 provide problems, cases, questions, etc., where
students respond
 students respond by writing answers in pairs or small
groups
 students’ responses indicate their understanding of
the main points
 provide correct answers to practice and explain why it
is correct (“Feedback & Remediation”)
5. Briefly summarize at end of each main point
6. Provide transition statement to next main point

19. Conclusion
1. Provides a logical ending – a sense of completeness and
structure.
2. Restate main points (“Summary”)
3. Restate purpose sentence and how topic relates to
audience (“Objectives" & "Motivation”)
4. Connect with other instructional segments of past and
future (“Integration”) .
5. Check to see whether students have accomplished the
main purpose of the lecture (Checking can be done by
teacher, peer, self) (“Test”)
6. Finish with a flourish : on time, enthusiastic, use an
attention getter

20. III. PREPARING LECTURE MATERIALS
 Your Lecture Notes
 Visual Aids
 Students’ Materials

21. Your Lecture Notes
 Notes should contain the sequence of what you will say
and what students will be doing
 Notes should serve as reminders only
 Detailed notes on attention getters, transitions, conclusion
 Reminders for main/sub points
 Cues for examples and visual aids
 Reminders about presentation style
PREPARING LECTURE MATERIALS

22. Your Lecture Notes
 Tips:
 Fewer the better/KISS (Keep it simple stupid)
 Develop your own style
 Numbered pages/sheets
 Print large
 Use only one side
 Try computer presentation software
PREPARING LECTURE MATERIALS

23. Visual Aids
 What visual aids should include:
 An attention getter/a presentation overview
 Your main points
 Graphs, charts, graphics to support main points
 Directions for activities
 A closing attention getter
PREPARING LECTURE MATERIALS

24. Visual Aids
 Tips:
 The “Rule of 7’s” - Overheads and slides should be
limited to:
7 words per line
7 lines per visual aid
 18 - 24 point font size
 Stories & Cartoons: Good idea, but what's the
point?
 Graphs, charts and tables from books.
Blow them up!Blow them up!
PREPARING LECTURE MATERIALS

25. Students’ Materials
 Provide (some) materials that students can use for
preparation before lecture (pre-readings, etc.)
 Provide handouts at the start of lecture so that students
can:
 listen & think about what you are saying rather
than just write
 add their own notes to yours
 Handouts should include:
 complex charts, tables, diagrams
 essential information (main points, key vocabulary,
etc.)
 information for which accuracy is important (formulae,
names, dates)
PREPARING LECTURE MATERIALS

26. Students’ Materials
 Tips:
 consider “interactive handouts” in which
students fill in some missing information
during the lecture
 ascribe to the "less is more" principle
PREPARING LECTURE MATERIALS

27. IV. PRACTICING THE LECTURE
PRESENTATION
There are five steps to practicing the lecture for delivery:
 Review Your Notes
 Early Practice
 Polishing the Delivery
 Formal Practice
 Mental Imaging

28. 1. Review Your Notes
 Work one section at a time
 Review until you can recall both the meaning of your
notes and the sequence of thoughts
 Continue for entire presentation
 All mental – nothing out loud
PRACTICING THE LECTURE
PRESENTATION

29. 2. Early Practice
 Begin practicing out loud
 Go one section at a time
 Work especially on introduction, transitions and
conclusion
PRACTICING THE LECTURE
PRESENTATION

30. 3. Polishing the Delivery
 Practice out loud with visuals
 Pay attention to eye contact, gestures and delivery
 Time yourself
PRACTICING THE LECTURE
PRESENTATION

31. 4. Formal Practice
 Go through entire presentation
 Invite colleagues, staff, etc. to listen
 Audiotape/videotape your own lecture
PRACTICING THE LECTURE
PRESENTATION

32. 5. Mental Imaging
 Mentally practice
 See yourself in front of the audience
 Give yourself a pep talk
PRACTICING THE LECTURE
PRESENTATION

33. Final Thoughts on Preparing toFinal Thoughts on Preparing to
Present...Present...
 Prepare ahead of time
 Practicing aloud does make a difference
 Identify and develop your own style
PRACTICING THE LECTURE
PRESENTATION

34. V. DELIVERY SKILLS
 Prepare the Environment Before Lecture
 Verbal Delivery
 Nonverbal Delivery

35. VI. LEARNING FROM YOUR OWN
LECTURING
 Self Reflection
 Feedback from Colleagues and Other
“Expects”
 Feedback from Students

36. Self Reflection
 Reflect upon what went well and what needs modification
or change
 Jot ideas directly on your lecture notes so you will be
reminded of revisions for next time.
 Video or audiotape a lecture for private review
(microteaching)
LEARNING FROM YOUR
OWN LECTURING

37. Colleagues and Other “Experts”
 Sit in a colleague’s lecture, or ask someone to sit in your
lecture
 Read about teaching in general and/or teaching your
subject area
 Make use of local “educational consultants” either for
workshops, or individual consulting
LEARNING FROM YOUR
OWN LECTURING

38. Students
 Collect feedback from students
 Types of feedback:
 informal conversations (reliable?)
 “one minute papers” (to check students’ understanding)
 formative surveys (What is helping students learn?
What could you do to make their learning easier?)
 …
LEARNING FROM YOUR
OWN LECTURING

39. Enjoy Lecturing!Enjoy Lecturing!

40. •Appropriate answer matching algorithm
•Straight forward output of textural materials
•Analysis of performance
•Immediate student enquiry system

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Virtual University / virtual campus
•Distance learning solution via internet
•Web based training
•On-line video conferencing of teachers and learners
• Virtual laboratory experiments
•Virtual campus management
•Life long learning delivery and management
•Learning material development and production
•Comprehensive library
•On line assessment

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Teaching is basically aligned on three
fundamental types of learning outcomes
:
Knowledge
Skills
Values
Specific, Measurable, Achievable, Realistic
and Time-bound
Delivering high-quality instruction requires innovation,
(defined as “an idea, practice, or object that is perceived as
new by an individual or other unit of adoption”)
SMART Teaching

43. Establishing New Learning EnvironmentsEstablishing New Learning Environments
Teacher-centered instructionTeacher-centered instruction  Learner – centered environmentsLearner – centered environments
Single sense stimulationSingle sense stimulation  Multisensory stimulationMultisensory stimulation
Single path progressionSingle path progression  Multipath progressionMultipath progression
Single MediaSingle Media  Multiple mediaMultiple media
Isolated WorkIsolated Work  Collaborative workCollaborative work
Information DeliveryInformation Delivery  Information exchangeInformation exchange
Passive learningPassive learning  Active/inquiry based learningActive/inquiry based learning
Factual/literal thinkingFactual/literal thinking  Critical & informed decision makingCritical & informed decision making
Reactive responseReactive response  Proactive/planned actionProactive/planned action
Isolated, artificial contextIsolated, artificial context  authentic, real world contextauthentic, real world context

44. The only source of
knowledge is
experience
Albert Einstein

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To my mind, the only purpose of science is to
lighten the toil of human existence. If
scientists…confine themselves to the
accumulation of knowledge for the sake of
knowledge, science will be crippled.
Brecht in Galileo

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Einstein once wrote :
“Imagination is more important than
knowledge”
The act of teaching is
pragmatic and practical embodiment of
imaginations based on appropriate
knowledge

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Snoopy’s problems

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THANK YOU