Interdisciplinary approach
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Interdisciplinary approach means that we can not teach any subject in isolated or watertight compartment.
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1) Science was once considered a subject only for less promising students but is now recognized as important to include in school curriculums.
2) The aims of teaching science differ based on education level, from developing observation skills in primary school to understanding science's impact on society in higher secondary levels.
3) At the secondary level, students should learn chemistry as a discipline and conduct hands-on experiments, while at upper primary they should study their environment and health. The focus is on gaining knowledge and developing scientific skills and attitudes.
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The Nuffield science teaching projects were initiated in the UK in 1962 to develop new teaching materials for biology, chemistry, and physics for students aged 11-16. The projects aimed to make science more accessible and applicable, encourage curiosity, and emphasize experimentation over memorization. The materials developed included textbooks, teachers' guides, films, and objective-based tests. Courses were organized around four themes and examined students using various question types beyond simple factual recall. Projects were also created for Nuffield physics, chemistry, and biology at different education levels. The goals were to present science as a logical whole and build courses around fundamental concepts.
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Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
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This document discusses the principle of correlation and its importance in education. It defines correlation as the mutual relationship between two or more things. According to the principle of correlation, knowledge is best organized in a system that shows interrelationships between pieces of information. The document outlines three types of correlation: within subjects, between subjects, and with daily life. It provides examples of correlating physical science with other subjects like mathematics, geography, and language to enhance learning. The benefits of correlation include developing a holistic understanding, retaining knowledge better, and making learning more applicable to real life.
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Heuristic method
The heuristic method is a discovery-based approach to teaching science where students solve problems independently without direct guidance from teachers. Key aspects of this method include students designing and conducting their own experiments to discover answers, and teachers accepting all student suggestions to problems regardless of perceived relevance. The benefits of this method are that it develops habits of inquiry, self-learning, scientific thinking, diligence, and close teacher-student relationships. However, it also has drawbacks like being time-consuming, requiring small class sizes and highly skilled teachers, and risking an over-emphasis on practical work.
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The science which deals with the study of living objects is called Biology. Thus the subject involves the studies of all kinds of micro-organisms, plants and animals. Biology is related to mankind ever since the origin of man, therefore this branch of science stands first in order of studies as compared to other branches of science. Ever since the origin of life man is eager to know about various phenomenon of life processes such as health and disease, birth, growth and death. However, man depends on plants and animals for food, shelter and clothing which are immediate needs of life, come from Biology. Perhaps it was the elementary need of man to know about the living beings, so that maximum benefits can be drawn out of them. Though biology involves study of life, but now a days it is mostly centralised with the study of agriculture, animal husbandry, health and microbiology and related branches. Today study of any branch of science is not possible in isolation as it also involves principles of physics, chemistry and various other branches.
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The chronological approach presents content in the order of occurrence and allows students to see the natural development of a topic over time. However, it risks students forgetting early material and lacks comprehensive treatment.
The unit approach divides content into smaller, related units that are easier for students to understand. It focuses on objectives, logical organization, and evaluation, but risks limiting originality and providing an overly mechanical form of learning.
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2) The key steps of pedagogical analysis are dividing content into sub-units, determining previous knowledge required, setting objectives, selecting teaching strategies like methods and aids, providing examples, and creating assessment items.
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1) Science was once considered a subject only for less promising students but is now recognized as important to include in school curriculums.
2) The aims of teaching science differ based on education level, from developing observation skills in primary school to understanding science's impact on society in higher secondary levels.
3) At the secondary level, students should learn chemistry as a discipline and conduct hands-on experiments, while at upper primary they should study their environment and health. The focus is on gaining knowledge and developing scientific skills and attitudes.
Heuristic methods
The heuristic method is a teaching method that involves allowing students to discover things for themselves through exploration and problem solving rather than direct instruction. It places students in the role of discoverers. Key principles include freedom for students, an environment that is responsive to their needs, and guidance from teachers as needed. The method aims to develop skills like critical thinking, logical reasoning, and scientific inquiry in students. Teachers play an important guiding role by selecting suitable problems, asking questions, and helping students arrive at conclusions while allowing freedom. While time consuming, the heuristic method can develop self-learning, scientific temperament, and retention of knowledge in students.
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The Nuffield science teaching projects were initiated in the UK in 1962 to develop new teaching materials for biology, chemistry, and physics for students aged 11-16. The projects aimed to make science more accessible and applicable, encourage curiosity, and emphasize experimentation over memorization. The materials developed included textbooks, teachers' guides, films, and objective-based tests. Courses were organized around four themes and examined students using various question types beyond simple factual recall. Projects were also created for Nuffield physics, chemistry, and biology at different education levels. The goals were to present science as a logical whole and build courses around fundamental concepts.
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OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
Glaser’s Basic Teaching (Classroom Meeting).pdf
Glaser's Basic Teaching Model is a psychological model of teaching developed by Robert Glaser in 1962. It explains the relationship between teaching and learning through four basic components: (1) instructional objectives, (2) entering behaviors of students, (3) instructional procedures used by the teacher, and (4) performance assessments to evaluate student learning. The model assumes students have prior knowledge and the teacher guides students from their entering behaviors to achieving the instructional objectives through various teaching methods and strategies. It can be applied to any subject or grade level to systematically structure the teaching and learning process.
Aims of Teaching Physical Science
The document outlines several goals of physical science education, including to understand the nature and broad objectives of science, provide practical knowledge and an appreciation for how science has impacted modern life, stimulate independent study and invention, develop observation skills and the ability to solve problems, encourage reading about great scientists to learn concepts like accuracy and honesty, help students adjust to their society, maintain health and well-being, develop economic efficiency and a scientific attitude, and provide exploratory experiences and training to develop interests, attitudes, values and scientific methods.
Correaltion of physical science with other subjects
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Policies and commisions on teacher education
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
Heuristic method
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Lecture cum demonstration method
The document discusses the lecture-cum-demonstration method of teaching, which combines lecturing with demonstrations. It involves the teacher first explaining concepts through lecturing, then demonstrating experiments and procedures for students to see. This allows students to observe concrete examples and develop skills, while also receiving explanations. Some key advantages are that it provides hands-on learning, actively engages students, efficiently imparts both theoretical and practical knowledge, and saves time and resources compared to other methods. The document provides steps for implementing this method and emphasizes the importance of teacher preparation, presentation skills, and facilitating student participation.
Pedagogy of biological science
The science which deals with the study of living objects is called Biology. Thus the subject involves the studies of all kinds of micro-organisms, plants and animals. Biology is related to mankind ever since the origin of man, therefore this branch of science stands first in order of studies as compared to other branches of science. Ever since the origin of life man is eager to know about various phenomenon of life processes such as health and disease, birth, growth and death. However, man depends on plants and animals for food, shelter and clothing which are immediate needs of life, come from Biology. Perhaps it was the elementary need of man to know about the living beings, so that maximum benefits can be drawn out of them. Though biology involves study of life, but now a days it is mostly centralised with the study of agriculture, animal husbandry, health and microbiology and related branches. Today study of any branch of science is not possible in isolation as it also involves principles of physics, chemistry and various other branches.
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This document discusses instructional aids in social science education. It defines instructional aids as tools that help improve learning by reinforcing concepts, differentiating instruction, and engaging multiple senses. The document outlines the importance of aids in making learning engaging, supplementing teaching, and motivating students. It then classifies aids as projected, non-projected, or activity aids. In conclusion, it states that instructional aids are essential for effective instruction by stimulating interest and promoting understanding when used to supplement a lesson.
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Leading positive and sustainable change
Mgt315 slide
The document contrasts lecturer-centered and student-centered approaches to education. Lecturer-centered focuses on the lecturer teaching passive students, uses summative assessments, and positions the lecturer as the sole source of knowledge. Student-centered focuses on individual student needs and learning styles, recognizes students build on prior knowledge, and positions both students and lecturers as actively engaging in the learning process. While lecturer-centered can transmit expertise efficiently, student-centered may better develop skills and motivate students given changing learner profiles.
Peer assessment #2
This document discusses key factors for effective lesson planning and instruction. It notes that students have different backgrounds, learning styles, and life experiences, requiring a differentiated classroom. A differentiated classroom is proactive, qualitative over quantitative, provides multiple assessment and learning approaches tailored to students, is student-centered by engaging students in relevant material, and blends whole-class, group and individual instruction. Differentiated instruction allows teachers to meet the diverse needs of all students.
Earth and life science
This teaching guide was collaboratively developed by educators to provide instruction for the Earth and Life Science subject in senior high school. It introduces a framework called SHS for SHS that focuses on developing meaning, mastery, and ownership of the material for students. The guide contains lesson plans, activities, and assessments to help teachers facilitate learning in a way that aligns with Department of Education and Commission on Higher Education standards and prepares students for college or employment.
Educationese
This document defines and describes various key terms related to education:
- Inclusion refers to educating students with special needs alongside their non-disabled peers.
- Informal assessment includes observation, checklists, and self-evaluation to casually evaluate students.
- Mentoring is a sustained relationship where an adult offers support and guidance to a younger person.
- Cooperative learning involves students working in small groups to complete tasks, using each other's strengths.
- Charter schools are publicly funded but independently run, free from some regulations to achieve goals.
Teaching Methodology at Mayapur Institute
Mayapur Institute employs an aims-driven (as opposed to content-driven) approach to studying sastra developed by Vaishnava Training and Education which stresses on application of sastric theories. Along with the traditional teaching approach, many modern techniques like involving the students in group discussions, role plays and various other exercises are emloyed by which the subject matter is churned thoroughly and the students develop better understanding
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The document discusses various approaches to curriculum design. It describes the key elements of curriculum design as including aims, goals, objectives, subject matter, learning experiences, and evaluation approaches. Sources of curriculum include science, society, eternal/divine sources, knowledge, and the learner. Specific curriculum designs covered include subject-centered, learner-centered, and problem-centered designs. Subject-centered designs emphasize specific subjects or disciplines. Learner-centered designs focus on the interests and experiences of students. Problem-centered designs organize curriculum around life situations or social problems. Each design approach has strengths in making content relevant but can also have weaknesses in implementation or neglecting other aspects.
Business Finance.pdf
This document provides an overview of the Business Finance course for Grade 12 students in the senior high school Academic Track. The course covers fundamental principles of financial management, financial statement analysis, financial planning tools and concepts, sources and uses of funds, basic long-term financial concepts, and an introduction to investments and personal finance. The course is designed to equip learners with skills in financial analysis, planning, and decision-making to help achieve organizational goals. It includes 80 hours of instruction organized into various content areas, with associated learning competencies and performance standards.
Enhancement of teacher
Effective teachers display certain characteristics. They explain objectives clearly, assess student needs and abilities, and respond accordingly. They demonstrate enthusiasm, stimulate interaction, and are approachable. Effective teachers have high expectations, personalize learning to individual students, use a range of teaching methods, encourage responsibility, have strong subject knowledge, create a safe environment, monitor progress and provide feedback, and build positive relationships.
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The document discusses trends in financial management, marketing management, and human resource management. In financial management, it notes an increased focus on digitization, automation, data visualization, basic analytics, and advanced analytics. Marketing management trends include conversational marketing using chatbots, influencer marketing, artificial intelligence, programmatic advertising, and e-commerce. Human resource management trends involve using modern AI-powered tools, chatbots to optimize hiring processes, and AI to enhance hiring and structure analytical information to benefit businesses.
Accounting_ Meaning, Definition, Importance & Scope.pptx
Accounting involves tracking assets, liabilities, expenses, revenue and equity through systematic recording of financial transactions. It is defined as identifying, measuring, recording and communicating financial information, and is important for preparing financial statements, determining what a business owns and owes, safeguarding interests, and meeting legal requirements. The scope of accounting includes financial accounting, cost accounting, management accounting, computerized accounting, and database management systems.
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Constructivism is a learning theory based on the idea that learning is an active process where students construct new ideas based on their current and past knowledge. There are two main types: cognitive constructivism which sees intellectual growth as a natural process influenced by teacher-student relationships and developmental stages, and social constructivism where learning occurs through interactions with others in society. Constructivist learning encourages inquiry, focuses on learning over teaching, nurtures curiosity, and allows students to build knowledge autonomously through problem solving and critical thinking.
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Commerce involves all activities related to the transfer of goods from production to consumption with the goal of earning profits. It is defined as the sum of trade and aids to trade by connecting producers with customers. Commerce is important as it satisfies human needs, generates jobs, expands trade, and increases living standards. Its scope covers all aspects of planning production, transporting and storing goods, as well as related sectors like banking, insurance, accounting and information transmission.
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This document discusses various teaching techniques for commerce:
Brainstorming is a creative group discussion technique where ideas are generated without criticism. It focuses on quantity and unusual ideas to solve problems. Advantages include increased creativity and problem solving, while disadvantages can include clashes of ideas and lack of structure.
Role playing allows students to explore realistic situations by taking on roles and interacting. It helps build confidence, creativity, and understanding of social issues. However, it is time consuming and difficult to evaluate individuals.
Simulation recreates realistic problems or events for students to practice in. It promotes critical thinking in a safe environment. Though setting up simulations takes more time and resources than traditional methods.
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Supplementary materials like workbook, handbook, reference book, newspapers, Magazines etc for commerce teaching
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This document discusses community resources that can be used for teaching and learning. It defines community resources as the tangible things in a community that can enrich learning, like places of civic, cultural, commercial, geographical, historical, and scientific interest. It lists some specific examples of these places. The objectives of utilizing community resources are to develop new interests, attitudes, and a desire to participate in the community. Teachers can take students into the community for field trips and service or bring community members into the school through guest speakers and events. Overall, the community is a rich source of supplemental learning materials.
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Bruner's theory of discovery learning posits that learning is an active social process where the learner selects information, forms hypotheses, and integrates new material into their existing cognitive structures. According to Bruner, learners are inquirers of knowledge who learn through discovery. The process of learning is more important than the material itself. Bruner outlined three stages of learning: enactive (concrete experiences), iconic (mental representations), and symbolic (higher-order thinking and symbols). Effective discovery learning involves tapping into learner curiosity, appropriately structuring materials, and constant interaction between teachers and learners to test hypotheses.
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Operant conditioning is a process of learning through reinforcement or punishment of voluntary behaviors. Organisms learn to repeat behaviors that yield positive outcomes or allow them to avoid negative ones. There are two types of responses - elicited responses triggered by a specific stimulus and emitted responses not triggered by a known stimulus. Operant conditioning uses reinforcement to increase the frequency of desired behaviors. Reinforcers are stimuli that strengthen behaviors and can be positive, like praise or rewards, or negative, like removing an unpleasant stimulus. Punishment differs in that it aims to decrease undesirable behaviors rather than increase desirable ones. Operant conditioning has educational implications as teachers can modify student behaviors using reinforcement principles.
CRITICAL PEDAGOGY.pptx
Critical pedagogy aims to develop critical thinking in learners so they can question dominant beliefs and practices. It focuses on dialogue and transforming education to be more democratic and address the experiences of marginalized groups. The banking system views education as the depositing of knowledge by teachers into passive students. In contrast, problem posing education is a student-centered approach where learning begins with problems from students' lives and involves co-creation of knowledge through dialogue. The teacher takes on facilitator roles instead of solely imparting information.
CLASSICAL CONDITIONING THEORY.pptx
Classical conditioning theory proposes that learning is a process of forming associations between stimuli and responses. It involves modifying natural responses by pairing a conditioned stimulus with an unconditioned stimulus to elicit a desired response. Pavlov's classical conditioning experiments showed that a dog could learn to associate a bell with food and eventually salivate upon hearing the bell alone. The theory has educational implications for developing good habits in children, motivating learning, and using audiovisual aids to reinforce conditioning.
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This document discusses behaviourism and Thorndike's trial and error theory of learning. Behaviourism views learning as behaviour modification through reinforcement and drill/practice techniques. Thorndike's theory proposed that learning occurs through a process of trial and error, where learners make random responses until finding the correct one. With repeated trials, incorrect responses are eliminated and correct ones are strengthened through reinforcement or satisfaction. Thorndike also described laws of learning related to readiness, exercise, and the effect of reinforcement on strengthening connections between stimuli and responses. The implications are that motivation, reinforcement, review, and linking new knowledge to past experience are important for learning.
Curriculum Evaluation
This document discusses techniques for evaluating curriculum. It begins by defining curriculum evaluation as an attempt to gauge the effectiveness and value of educational projects and work undertaken by students. There are two levels of curriculum evaluation: formative evaluation during curriculum development to provide feedback and influence revisions, and summative evaluation after implementation to appraise the final curriculum. Several techniques are described for evaluating curriculum, including observation, questionnaires, checklists, interviews, workshops/group discussions, and the Delphi technique. The goal of curriculum evaluation is to improve educational goals, materials, and instructional methods over time based on advances in fields and feedback from students, teachers, and other stakeholders.
Principles of curriculum construction & modern trends in curriculum devel...
This document discusses principles of curriculum construction and modern trends in curriculum development. It outlines key principles such as child-centeredness, community-centeredness, and activity-centeredness. Modern trends emphasized include conceptual learning, integrated approaches, decentralized curriculum, pupil-centered learning, and use of self-learning and low-cost materials. The document also describes different types of curriculum, including subject-centered, activity-centered, child-centered, experience-centered, and undifferentiated curriculum.
Vygotsky
Vygotsky's social constructivism holds that learning is a social and communicative process where knowledge is constructed through cultural and social interactions. It emphasizes that development cannot be separated from its social context, and that language plays an important role in mental development. According to this theory, construction of knowledge only occurs when learners interact socially, and learning involves internalizing socially negotiated mental functions through zones of proximal development, where more knowledgeable others provide scaffolding assistance.
Micro teaching
Micro teaching is a scaled down teaching method used to train teachers, where they teach a small topic to a small group for a short period of time. It simplifies the complexities of regular teaching and allows teachers to focus on specific teaching behaviors. Micro teaching provides trainees with controlled practice and immediate feedback to improve their skills through repetition of planning, teaching, receiving feedback, and reteaching. The goal is to prepare teachers through an analytical approach in a less complex environment than regular classroom teaching.
Pedagogic analysis
The document discusses pedagogic analysis, which involves logically breaking down curriculum into its components. It includes determining objectives, selecting learning experiences, and pooling resources. The key steps are content analysis to identify objectives and prerequisites, designing learning experiences, and providing feedback and remediation. Pedagogic analysis helps teachers set goals, deepen their understanding of curriculum, pool resources effectively, adopt learner-centered instruction, and develop evaluation tools.
Techno pedagogical analysis of content knowledge
TPCK is a framework to understand & describe the kinds of knowledge needed by a teacher for effective pedagogical practices in a technology enhanced environment
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Interdisciplinary approach
- 1. Presented by: Surekha V S Assistant Professor in Commerce Education SVTEC Akkikkavu
- 2. Interdisciplinary Approach- Meaning Interdisciplinary refers to combination/ integration of two or more academic disciplines into one. Interaction between two or more disciplines is called an interdisciplinary approach
- 3. Characteristics Integration of two or more disciplines Unification of knowledge through the meaningful correlation of disciplines Makes learning easier, interesting, natural & significant to real life. Combines the expertise of two or more disciplines Contents of education is the result of interdisciplinary approach
- 4. Importance Encourage the students to make connection between academic disciplines Relevant, timely, less fragmented, enriching learning experiences Minimizes subjectivity, department bias & increase mental efficiency
- 5. Thank you………