The document discusses the importance of reflective teaching practices, emphasizing the triangular relationship between the teacher, students, and classroom climate. It outlines various learning theories, such as behaviorism and constructivism, and highlights the significance of problem-based and cooperative learning in fostering deeper understanding and social skills among students. Additionally, it stresses the need for teachers to engage with students' mental models and to employ an ethical, supportive, and collaborative teaching approach.

1. Sameer Babu M, Ph. D
Assistant Professor
Department of Education, AMU Centre, Malappuram
While Scaffolding Towards a
‘Better Teaching’...

2. Let’s Have a self reflection?!
 Teacher
 Taught
 Climate of the Classroom
 Tools and Techniques (Methods include)
 Evaluation to be followed

3. Teaching...
 Of course, agency of curriculum transaction
 Again questions-
What,
Why,
When, and
How

4. Triangular relation
 Objectives and Focuses
 Learning Experiences
 Evaluation
Reflect on these

5. Yes! The focus is fruitful
learning
 What it is... (various connotations)
 Modification of behaviour through
experience
 Relatively permanent change in
behaviour as a result of experience
 Acquisition of knowledge, habits and
attitudes

6. Characteristics of Learning
 Process
 Organisation of experiences
 Change in behaviour
 Purposeful and goal directed
 Active
 Universal
 Transferable
 Discovery

7. Why does an Organism learn?
 Motivation
 Goal
 Obstacles
 Various responses-apt one
 Integration and generalization-further
processing

8. Theories: What do they focus
on?
 Behaviourism: Learning is defined by outward
expression of new behaviours, Biological basis of
learning, Context independent learning
 Cognitivism: Knowledge is stored cognitively a
symbols, Connecting using symbols. Piaget’s
cognitive process

9.  Social Leaning: Observation and
sensory experiences
 Constructivism: Search for meaning,
Contextualized
 MI: People are born with 8 intelligences-
verbal-linguistics, visual-spatial, logical-
mathematical, kinaesthetic, musical,
naturalistic, interpersonal, and
intrapersonal

10. Learning Styles
 Visual Learners:
Seeing.
They have a good sense of colour
Trouble with spoken directions
and sometimes misinterpret the
directions

11. Forms of Learning
PROBLEM BASED
 It is a total approach to education. It is both
curriculum and a process
 Curriculum consists of carefully selected and
designed problems that demands from the
learner acquisition of critical knowledge, problem
solving proficiency, self directed learning
strategies, and team participation skills.
 Process replicates the commonly used
systematic approach to resolve problems or meet
the challenges that are encountered in life and
career.

12.  In PBL- An opportunity to discover something at
the developmental level as the problem scenario
unfolds.
Applying the steps of problem solving
 Finding a problem
 Representing and defining the problem
 Felt need of a solution
 Exploration of various strategies
 Act upon
 Evaluation and matching
 Selection/rejection

13. PBL
 Co-operation
 Collaboration
 Sharing
 Problem Group of 8-15
 Tutor
 Social skills
(problem analysis, framing
questions, answering, sharing,
concluding)

14. Co-operative Learning
 Cooperative learning involves students working
together in small groups to accomplish shared
goals
 Promotes Socialization and facilitates meaningful
learning
 Reading and writing achievements among middle
school children
 Understanding and problem solving in higher
grades
 Help students learn to manage conflicts, and
 Help bullies to learn appropriate interpersonal

15. Other Strengths
 Improved self-esteem
 Safe learning environment for children with
special needs
 Better classroom success rates
 Preventing many social issues among
students Eg: ???
 Sharing of ideas and perspectives, give
and receive help, seeking ways of
resolving difficulties, and actively working
to construct new understandings and
learning

16. ...
 Positive independence exists
among group members
 Promotive interaction is encouraged
 Individual accountability
 Interpersonal and small group skills
are employed
 Group processing is practiced-
processes, approaches

17. Precautions...
 Ensure groups are well structured
 Interesting and relevant task
 Preparation and planning
 How do teachers dialogue with
students
 Motivate their interest
 Promote student-student interaction
 Socially appropriate interaction,

18. Collaborative Learning
 Loosely structured
 No monitoring
 Not well planned
 No skills are taught
 Tutor has less role
 Voluntary assignments and product
submission
 Evaluation not strict

19. Constructivist Strategy
 Observation and scientific study
 Learning is search for meaning
 Meaning requires understanding of whole and parts
 To teach well it is needed to understand the mental
model of students
 Purpose of learning is not to say right or wrong
but to construct one’s own meaning.
“Seeing examples, speaking about it, trying it
yourself”

20. And...
Tr. asks good questions
Lr. active
Classroom is reflective
Collaborative situation

21. Reflective Practice
 Reflective teachers are expert teachers
 Care everyone, dialogue, co-operative
practice, take time for hearing each
student, etc.
 Three Essentials: Ethic of caring,
Constructivist approach, artistic problem
solving
 Constructivist approach- relate what is
said and what they have experienced (My
teaching and their intention should be
correlated)
 Artistic problem solving- teachers will be

22. Research-based
 We should have our own
 May be a blend/an eclectic approach
 Spirit determines
 Do you have your own style?
 Then.???

23.  End of the First Session...
 Thank you for the maintained
setting