1) The inquiry training model describes an experiment using different types of mirrors to understand why an image in a convex mirror appears smaller than the original object.
2) Students are presented with a story of a princess seeing a smaller image of herself in a mirror on her birthday and must ask yes/no questions to gather information.
3) They perform experiments using convex, concave, and plane mirrors and observe that a convex mirror produces a smaller image, allowing them to determine that a convex mirror caused the princess' smaller reflection.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Action Research is done in the context of the classroom problems related to any aspect of classroom instruction, classroom method of teaching, classroom discipline, classroom management etc. whose solution is to be found out through Action Research.
In Action Research the emphasis is on getting solution of the problem.
Problem Solving Approach
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Action Research is done in the context of the classroom problems related to any aspect of classroom instruction, classroom method of teaching, classroom discipline, classroom management etc. whose solution is to be found out through Action Research.
In Action Research the emphasis is on getting solution of the problem.
Problem Solving Approach
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
Reinforcement is one of the micro teaching skill. In which we learn about the appropriate use of the different reinforcer.
It is a micro teaching lesson plan based on the reinforcement skill. It explains how to use different component of reinforcement skill. In this lesson plan different types of positive reinforcement are use.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
This presentation is about techniques of teaching mathematics-Drill Work, Dalton Plan. It includes the definition of each technique, advantages, disadvantages, role of teacher etc.
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
Reinforcement is one of the micro teaching skill. In which we learn about the appropriate use of the different reinforcer.
It is a micro teaching lesson plan based on the reinforcement skill. It explains how to use different component of reinforcement skill. In this lesson plan different types of positive reinforcement are use.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
This presentation is about techniques of teaching mathematics-Drill Work, Dalton Plan. It includes the definition of each technique, advantages, disadvantages, role of teacher etc.
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
B.Y.O.D.: The Engagement Abyss: Three Effective Methods to Engage LearnersEng...Karl Kapp
Learner engagement can be elusive. It is difficult to grab and hold a learner’s attention with so many smartphone distractions at their desk or at their fingertips. But engagement is possible through specific techniques that command attention and engage the learner.
In this session you will learn how to engage learners and how to present content using gamification techniques such as storytelling, feedback, and competition. During this session you will simultaneously learn about engagement techniques and experience them. These techniques will help you to create more engaging instruction within your own organizations or for your clients. You’ll be able to apply these simple techniques to your learning design almost immediately.
This presentation provides an interactive presentation modeling activities that can be used in the classroom to engage learners. The goal is to provide an overview of how games, game elements and game design can drive the learners toward greater understanding, retention and
learning through interactive classroom activities.
Come prepared to participate in interactive games and learn how to apply games and gamification to the instructional process!
Presentación para dar a conocer el concepto de ilusión óptica del juego donde los alumnos tenían que dibujar la foto con ilusiones ópticas que los compañeros veían y que le describían.
In this project three connected or unconnected things should be selected and explored in any possible way. Then, the publication should be produced that show the findings in an informative manner. The publication should reflect the skill of the author in typography, required techniques, visualisation and mapping of the information.
This project can improve my creativity as a designer. In this project you wouldn't know what the outcome would be until finishing the process which makes it very Interesting.
Visual Discovery is one of six teaching strategies created by TCI. When teachers use Visual Discovery, their students gain visual literacy skills, discovery key content, and better remember important concepts in social studies or any subject.
1. INQUIRY TRAINING MODEL
NAME OF SCHOOL :
MAME OF TEACHER : LEEJA S S STANDARD : 8
SELECTION OF THE TEACHING POINT
CONCEPT: The image of a object which sees on a convex mirror will be smaller than its orginal
size.
OBJECTIVES: Pupils develop scientific process skills.
Ask data gathering verifications.
Ask experiment questions.
Analysis his own thinking process.
Establish relationship
MATERIAL REQUIRED: Convex mirror, concave mirror , plane mirror.
SYNTAX
SUBJECT : PHYSICS TIME: 40 MINUTE
UNIT : PATH OF LIGHT
TOPIC :CONVEX MIRROR
PHASE 1
Orientation the inquiry procedure and encounter with the problem.
A GENERATING GROUPS MOVES FOR THE FIRST PHASE OF THE MODEL.
Today we are going to play a game called inquiry training model. I
will explain a puzzle following rules of the game.
ORIENTATION IN THE INQUIRY PROCEDURE
Here are rules of the game you are to ask as many questions as
possible to gather more information about the puzzling situation. You
should frame your questions in such a way that the questions should be
of yes or no type. And you have to find of the solution after seeing an
experiment.
ENCOUNTER WITH THE EXPERIMENT
Teacher explains enquiry
procedure.
2. Once upon a time there lived a very beautiful princes in Chin,
named Ya sin Shu. She was very conscious for her beauty and her body
structure. She was ready to use any type of material to increase her
beauty. On her birthday, everybody gave her different types of face
creams, tonic for increasing her glow of face, mirror for looking herself,
make up set for increasing her beauty, and fruits for good health. On
applying creams, having tonic & fruits, using make up set, she looked at
the mirror. “Oh! No!!” she screamed. Her face was smaller than the
original one.
Now you have to find out the reason by asking questions
PHASE 2
DATA GATHERING VERIFICATIONS
To find out details you may now begin to ask questions.
S: Was it a dream of princess?
T: No
S: Did it happen due to gifts?
T: Yes
S: Was that Fruits are magical one?
T: No
S: Did it happen due to creams?
T: No
S: Did the tonic is for reducing size?
T: No
S: Was that make up set was given by enemy?
T : No
S: Was that a magical mirror?
T: No
S: It is not a plane mirror. Right?
T: Yes you are right.
Now I will show some materials which will help you to find the
solution.
PHASE 3
DATA GATHERING EXPERIMENTATION
Teacher present the event.
Students ask questions
3. T: I have different types of mirrors in my hand and by observing the
mirrors you have to find the solution. And you may ask questions.
S: Can you allow doing our self?
T: Yes.
S: The image of the objects is different in size. Is it?
T: Yes.
S: The mirror which has budged surface will give the image of smaller
size. Is it?
T: very correct.
PHASE 4
FORMULATION OFEXPLANATION
T: Now can you say the reason for the first story?
S: The mirror has a budged surface.
T: Yes.
S: The image formed is smaller that original size.
T: yes. You are correct. Now can you say the name of the mirror?
S: No
T: It is known as convex mirror. Can you suggest some incidents where
convex mirror is used?
S: In vehicle’s rearview mirror.
T: very good.
PHASE 5
ANALYSIS OF INQUIRY PROCESS
T: Now you analyze the inquiry procedure. What kind of questionbs
did you ask?
S: Questions related to mirrors. And by seeing the different type of
mirrors and its image we found out that the mirror used was a convex
mirror.
T: Very good. Thus you formed solutions of the problem by asking
questions.
Students do experiments.
Students develop hypothesis.
Students apply information
Students analyses ITM
Teacher summarizes
