Learning outcome 1
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The document discusses Creemers and Kyriakides' dynamic model of educational effectiveness. The model identifies 21 teaching practices and instruments for measuring these practices, including classroom observation and student questionnaires. It also discusses evidence from cognitive psychology on strategies like varying practice conditions, spacing sessions, interleaving vs blocking instruction, and using tests to support learning. The document then covers characteristics of effective teachers, such as content knowledge, beliefs about learning, and approaches that encourage discussion and challenge students. Ineffective practices are also identified.
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GENERAL OBJECTIVE:
At the end of class, the students will acquire the knowledge regarding the METHODS OF
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learning.
SPECIFIC OBJECTIVES:
At the end of the class the students will be able to :
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8. detail about micro teaching, problem based learning, Self instructional
module and simulation etc.
INTRODUCTION
Good teaching is the main criterion of an effective teacher. Every individual is unique and so
different teachers adopt different methods and strategies of teaching.The main objective of teaching
is to be bring about desired changes in the attitude and behaviour of the learner.
The selection of the teaching methods depends upon the
Nature of a task
Learning objectives
Learner abilities
Student entering behaviour.
DEFINITION OF TEACHING MEHOD:
• Teaching method is the stimulation,guidance,direction and encouragement of learning.
-Burton
• The way or style of the presentation of content in a classroom is called teaching method.M.Varma
has presented a broad meaning of the term teaching method.
• According to him ,content matter is important for determining the teaching method.
TEACHING METHODS ARE CLASSIFIED 3 DOMAINS
• Telling methods(lecture,questioning,discussion)
• Showing methods(demonstration,excursion
• Doing method(project,role play,practical
TEACHING METHODS:
• Lecture, demonstration, group discussion, seminar symposium, panel discussion, role play, project,
field trip, workshop, exhibition, programmed instruction, computer assisted learning, micro teaching
problem based learning, Self instructional module and simulation etc.
• Clinical teaching methods: case method, nursing round & reports, bedside clinic, conference
(individual & group) process recording
LECTURE METHOD
DEMOSTRATION
GROUP DISCUSSION
DEFINITION
• Group discussion can be defined as three or more participants who have an agreed topic to discuss &
share their views in all the aspects & submit/present their views in the form of report to bigger
gathering.
DEFINITION
“Demonstration is method of teaching by exhibition and explanation combined to illustrate a
procedure experiments”.
-According to Gullibert
“Demonstration is a method of teaching by exhibition and explanation or experiments”.
DEFINE LECTURE METHOD..
Lecture method is the teaching procedure comprising the presentation of content, clarification of
doubts & explanation of facts, principles & relationships.
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This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans are well structured, connect to learning objectives and student development, engage students through varied activities and assessments, and create an optimal learning environment. Key components of a strong lesson plan include objectives, introduction, procedures, materials, practice, closure, and evaluation. Effective lesson planning is essential for student achievement and helps teachers stay organized and avoid surprises.
null.ppt
This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans are well structured, connect to learning objectives and student development, engage students through varied activities and assessments, and adapt to student needs. Key components of a strong lesson plan include objectives, introduction, procedures, materials, practice, closure, and evaluation. Effective planning helps teachers maximize instructional time, keep students on task, and achieve learning goals. Regular reflection on lesson effectiveness allows for continuous improvement.
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501 assignment 9 chapter 12 revision
The document discusses revising instructional materials based on formative evaluation data. Key points:
- Formative evaluation data is analyzed to identify weaknesses in instructional materials and lessons. This includes analyzing learner performance, comments, and time on task.
- Based on the analysis, revisions are made to address problems identified. Revisions can improve content, procedures, or supplement materials.
- The goal of revision is to improve the instruction for future learners based on what was learned from the formative evaluation and pilot testing. Revisions may require reexamining objectives, tests, or instructional strategies.
effective lesson planning.pptx
The document provides guidance on effective lesson planning for teachers. It outlines that effective lesson plans include clear objectives, engaging introductions and activities, guided and independent practice opportunities, and assessments. It emphasizes that thorough planning is important for staying organized and achieving learning goals. Key components of strong lesson plans are objectives, materials, procedures, instructional strategies, and evaluations. Proper planning helps teachers maximize instructional time and keep students engaged and on task.
Modelsofcurriculum 130905003417-
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects but can ignore student interests.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
Element 1 Chango.l and Vaca.e
This document discusses evidence related to effective teaching strategies and evaluating teaching quality. It examines evidence that some teaching methods have been found to improve learning when implemented, but that determining the most effective strategies is complex. It also notes that different observers do not always agree on evaluations of teaching quality. The document then presents a general framework for teaching quality with six elements: (1) pedagogical content knowledge, (2) quality of instruction, (3) classroom climate/relationships/expectations, (4) behavior/classroom management, (5) beliefs about teaching and learning, and (6) wider professional elements like reflection and communication.
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9 - COURSE CODE 8626 - AIOU - B.ED
Teacher Education and Challenges of 21st Century-Unit 09- 8626
Teaching Education in Pakistan
Unit 9: Teacher Education and Challenges of 21st Century
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Allama Iqbal Open University
B.Ed
Book_4__Planning_For_Instructions.pptx
1. Effective learning depends on maintaining student interest and motivation, which are key to their success.
2. Teachers play an important role by being enthusiastic about their subject, creating a pleasant environment, having high expectations, and helping students set goals.
3. It is important to use varied teaching methods like discussions, demonstrations, and hands-on activities to actively engage students in learning.
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Learning outcome 2
This document discusses strategies for topic-based language teaching. It provides examples of topics that could be covered, including "Food" for beginners and "Friends" for 9-10 year olds. It describes how to choose topics, plan lessons, collect relevant materials, identify language functions and structures to be covered, and assess learning. Topic-based teaching allows bringing in different materials and activities focused on one topic per class, spending flexible time on topics depending on student interest.
Element 2
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Recognize Word- formation and give accurate reason on why to use it. Present some examples
comparing two web sites
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National curriculum guidelines vocabulary
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The document outlines a lesson plan for teaching students how to use the simple past tense. The objectives are for students to be able to write sentences about their last vacation using the simple past tense of regular and irregular verbs. The lesson plan has the students read a paragraph, underline the verbs, check answers, learn the grammatical rule, and then write their own sentences which will be checked. It provides an example paragraph about a vacation in the past tense for reference.
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Learning outcome 1
- 1. UNIVERSIDAD TÈCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS LANGUAGE TEACHING STRATEGIES TA N I A M E D I N A N ATA LY M E S I A S
- 2. CREEMERS AND KYRIAKIDES’ DYNAMIC MODEL The characteristics of schools and teachers that are associated with high learning gains. The model identifies: -21 particular teaching practices, -a set of instruments for capturing these practices, consisting of -classroom observation instruments and - a student questionnaire (for measuring school factors)
- 3. CREEMERS AND KYRIAKIDES’ DYNAMIC MODEL
- 4. CREEMERS AND KYRIAKIDES’ DYNAMIC MODEL
- 5. CREEMERS AND KYRIAKIDES’ DYNAMIC MODEL
- 6. CREEMERS AND KYRIAKIDES’ DYNAMIC MODEL
- 7. EVIDENCE FROM COGNITIVE PSYCHOLOGY Varying the Conditions of Practice Spacing Study or Practice Sessions Interleaving versus Blocking Instruction on Separate To-be -Learned Tasks Generation Effects and Using Tests (Rather Than Presentations) as Learning Events types of task, rather than keeping them constant The same amount of time spent reviewing or practicing Interleaving with other tasks or topics leads to better long -term retention and transfer of skills Testing can also support self- monitoring and focus to study more effectively.
- 8. EXAMPLES OF TEACHER CHARACTERISTICS (Pedagogical) Content knowledge teachers’ level of understanding of any subject they are teaching, is related to how effectively students learn it. they found that the difference between high and low scoring Beliefs about learning It’s more than just a set of classroom techniques, but depending on the ability to make complex judgments about which technique to use when.
- 9. CHARACTERISTICS OF HIGHLY EFFECTIVE TEACHERS OF NUMERACY
- 10. HIGHLY EFFECTIVE TEACHERS WERE CHARACTERIZED BY BELIEFS ABOUT They used corresponding teaching approaches • Connected different areas of mathematics • Used pupils' descriptions of their methods and their reasoning • Emphasised the development of mental skills To be numerate How children learn They used teaching approaches • Ensured that all pupils were being challenged and stretched • Built upon pupils' own mental strategies for calculating • Discussion of concepts and images is important • To intervene to assist the pupil to become more efficient in the use of calculating strategies These teachers used teaching approaches that encouraged discussion Teacher’s role
- 11. LESS EFFECTIVE TEACHERS BELIEVED IN THE IMPORTANCE OF EITHER Pupils acquiring a collection of facts and standard methods, and that pupils varied in their ability to remember these Teaching approaches They used teaching approaches • Dealt with areas of mathematics discretely • emphasized teaching and practicing standard methods and applying these to abstract or word problems without considering other alternatives Developing numeracy concepts using practical equipment and waiting until pupils were ready to move onto more formal methods
- 12. OTHER CHARACTERISTICS • Wayne and Youngs conducted a review of the available literature and concluded that there were positive associations between student learning gains and teacher characteristics • A number of teacher characteristics were found by Rockoff et al to be related to supervisor ratings of effectiveness but not to actual student achievement gains.
- 13. EXAMPLES OF INEFFECTIVE PRACTICES It may seem unduly negative to focus on things that do not work, but there are a number of reasons for wanting to do this. • It provides a challenge to complacency If the list of effective practices is long enough, and contains descriptions of practices that are open to a bit of interpretation, most teachers will be able to identify some they think they are doing • Many of these ineffective practices seem to be quite popular It may be that as well as telling us ‘what works’, an important contribution of research is to tell us what doesn’t work
- 14. PRACTICES WHOSE USE IS NOT SUPPORTED BY RESEARCH EVIDENCE Use praise lavishly Group learners by ability Address issues of confidence and low aspirations before you try to teach conte Allow learners to discover key ideas for themselves Ensure learners are always active, rather than listening passively Encourage re-reading and highlighting to memorize key ideas Present information to learners in their preferred learning style