The document outlines several maxims or principles for effective teaching:
1) Teaching should start from knowledge students already possess and link new knowledge to existing knowledge, proceeding from known to unknown, simple to complex, concrete to abstract, part to whole, and definite to indefinite.
2) New concepts should be analyzed into parts before synthesizing into a whole, proceeding from analysis to synthesis and induction to deduction.
3) Instruction should start with empirical, psychological, actual examples before moving to rational, logical, and representative explanations, proceeding from empirical to rational, psychological to logical, and actual to representative.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Teaching is an intimate contact between teacher and student. In this process of education, teacher helps in developing in the student’s personality by this intimate contact.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Environmental protection awareness refers to the understanding of environmental issues and the
importance of preserving the environment. It involves recognizing the impact of our actions on the
environment and the need for sustainable practices. The objective of this study is to investigate the
impact of environmental protection awareness interventions and strategies, considering locality and
media influence, on the environmental attitude of secondary school students. The study adopted a single
group pre and post-test experimental design method. In this study, a purposive sampling method was
used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This
study utilized various statistical techniques, including mean and standard deviation calculations for
dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage
analysis was conducted for understanding attitude changes. The study found that the environmental
education intervention positively influenced secondary school students' environmental attitude. After the
intervention, there was an overall increase in environmental attitude scores, indicating voluntary
participation in environmental activities, sharing of environmental knowledge, and preference for
environmentally-friendly products.
Mobile phones are a dominant form of information and communication technology, with India ranking second in the
global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology
becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a
descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
usage of cellular device can provide benefits in academic performance.
Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students' participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid.
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.
The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the
active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of
traditional teaching by implementing the active learners. Each learner is unique and the way of
learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning
process, attention plays a vital role which the source for transferring the knowledge. The overall
outcomes of the study show that the effect of Jerk can use easily without any strain for teaching
grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of
Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre
and post - test design. The sample for the present study is of 32 pupils selected from the Government
Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the
traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT).
The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of
the study reveals that implementation of Jerk Technology is very effective for teaching Grammar.
Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in
Educational process.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Maxims of Teaching
1. Maxims of Teaching
Dr.M.Deivam
Assistant Professor
Department of Education
The Gandhigram Rural Institute (Deemed to be University)
Gandhigram, Dindigul District, Tamil Nadu – 624 302
2. From Known to Unknown
• When a child enters into school, he possesses
some knowledge and it is the duty of teacher
to enlarge his previous knowledge. Whatever
he possesses should be linked with the new
knowledge.
• If we link new knowledge with the old
knowledge our teaching becomes clearer and
more definite.
3. From Simple to Complex
• In the process of teaching and learning, simple
or easy things should be first presented to
the students and gradually he should proceed
towards complex or difficult things.
• The presentation of simple material makes
the learners interested, confident and feels
encouraged.
4. From Concrete to Abstract
• As Froebel said, “Our lessons ought to start in the
concrete and end in the abstract”.
• Concrete things are solid things and they can be
visualized but abstract things are only
imaginative things.
• The child understands more easily when taught
through their senses and never forget that
material. On the other hand if abstract things or
ideas are presented, they forget it soon.
5. From Analysis to Synthesis
• When we divide a things into easy parts in
order to understand it easily is called analysis.
• The process of analysis is easier than
synthesis for understanding a thing.
• This process develops the analytical power of
the students. It is the best method of starting
the teaching process.
6. From Particular to General
• General facts, principles and ideas are difficult to
understand and hence the teacher should always
first present particular things and then lead to
general things.
• Suppose the teacher is teaching continuous tense
while teaching English, he should first of all give
few examples and then on the basis of those
make them generalize that this tense is used to
denote an action that is going on at the time of
speaking.
7. From Empirical to Rational
• Empirical knowledge is that which is based on
observation and experience about which no
reasoning is needed at all. It is concrete, particular
and simple. We can feel and experience it. On the
other hand rational knowledge is based upon
arguments and explanations.
• For example suppose the students are to be taught
that water boils on heating. They should first be
made to heat the water and see it boiling. Then
the teacher should explain that when water is
heated, the molecules gain kinetic energy and there
is thermal agitation of the molecules which make
the water boil.
8. From Induction to Deduction
• Inductive reasoning is supplying some evidence or
argument to conclude to the truth. Broad
generalizations are made from definite
observation.
• Deductive Reasoning is when every possibilities are
examined to reach to a valid conclusion.
• Aryan ethnicity were horse riders. Horses were
found in Central Asia. Therefore, Aryans came
from Central Asia. ( Inductive)
• Where did Aryans ethnicity come from? DNA
evidence, Archaeological findings, archival texts
etc. somewhat indicating a conclusion (Deductive)
9. From Psychological to Logical
• Psychological approach takes into consideration
the pupil his interests, abilities, aptitudes,
development level, needs and reactions.
• The teacher should keep in mind the
psychological selection of the subject matter to
be presented before the pupils.
• Logical approach considers the arrangement of
the chosen content in to logical order and steps.
10. From Actual to Representative
• A teacher while selecting the content for presentation
should make all efforts possible to present it through
actual, natural or real objects than from their improvised
representative one’s like pictures, models etc. First hand
experiences makes learning more vivid and efficient than
to give them representative ones.
• For example to teach about ‘Golden Temple Amritsar’, a
teacher should try his best to visit the actual place and
that learning will be more vivid and the pupils will retain
it for a long time in spite of teaching through sketches,
model or a picture. Representative forms should be used
at the higher classes than in lower classes.
11. From Whole to Part
• The student should be acquainted with
complete lesson, chapter, concept, theory or
idea first and then breakdown different
elements for discussion
• Prose (Whole) explanation of every paragraph
(Part)
• Poetry (Whole) Word Exposition (Part)
12. From Definite to indefinite
• A teacher should always start from definite
because definiteness has its limited boundaries
and jurisdiction than indefinite things. Hence a
teacher while teaching any content should first
present definite things, ideas and then he can
learn indefinite things easily.
• Indefinite: “I’m going to eat an apple.” This
could be any apple, we don’t know which one.
• Definite: “I’m going to eat the apple.” We do
know which apple I’m going to eat.