This document discusses self-directed learning and microteaching. For self-directed learning, it defines it as an individual taking initiative for their own learning and outlines its components, process, benefits, guidelines and advantages/disadvantages. Microteaching is defined as a teacher training technique using real teaching situations to develop skills with feedback. Its characteristics, objectives, principles, strategies, skills, steps and phases are described. The roles of teachers in facilitating both self-directed learning and microteaching are also outlined.
the lecture method is a most perfect method to essay understand the topic. the lecture method is the usually to used in education and demonstration, its help to modify the difficult information in essay.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
A Nursing Workforce for the Future
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the lecture method is a most perfect method to essay understand the topic. the lecture method is the usually to used in education and demonstration, its help to modify the difficult information in essay.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
A Nursing Workforce for the Future
Professor Lisa Bayliss-Pratt, Director of Nursing & Deputy Director of Education and Quality, Director of Nursing at Health Education England (HEE).
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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3. DEFINITION
Self-Directed Learning (SDL), the individual
takes the initiative and the responsibility for
what occurs. Individuals select, manage, and
assess their own learning activities, which can
be pursued at any time, in any place, through
any means, at any age.
4. Contt..
Self-directed learning' describes a process by
which individuals take the initiative, with our
without the assistance of others, in
diagnosing their learning needs,
formulating learning goals, identify human
and material resources for learning, choosing
and implement appropriate learning.
6. PROCESS
• Being ready to learn
• Setting learning goals
• Engaging in the learning process
• Evaluating learning
7. BENEFITS
• Self-directed learning promotes the natural
development of self-confidence, initiative,
perseverance and life satisfaction.
• Self-directed learning decreases the
probability that children will suffer from the
life-long wounds commonly produced by
coercive schooling.
8. Contt..
• Self-directed learning provides opportunities
to pursue a far wider range of interests than
is possible in a typical school
• Self-directed learning reinforces
collaboration, within and beyond the family.
9. GUIDELINES
• Help the learner identifying the starting point
for a learning project and discern relevant
modes of examination and reporting.
• Encourage adult learners to view knowledge
and truth as contextual, too see value
frameworks as cultural construct and to
appreciate that they can act on their own
world individually and collectively to
transform it.
10. Contt..
• Create a partnership with the learner by
negotiating a learning contract for goals,
strategies, and evaluation.
• Be a manager of the learning experience rather
than an information provider
• Provide examples of previously acceptable work.
• Teach inquiry skills, decision making, personal
development, and self evaluation of work.
11. Contt..
• Act as a advocates for educationally
underserved populations to facilitate their
access to resources.
• Help match resources to the needs of
learners.
• Help learners locate resources.
• Help learners to develop positive attitude.
12. Contt..
• Recognize learner personality types and
learning styles.
• Develop high quality learning guides,
including programmed learning kits.
• Encourage critical thinking skills by
incorporating such activities as seminars.
13. Contt..
• Create an atmosphere to promote better
performance.
• Help learners against manipulation by
promoting a code of ethics
14. ADVANTAGES
• Self directed learning allows learners to be
more effective learners and social beings
• Self directed learners are curious and willing
to try new things.
• They can view problems as challenges, desire
change, and enjoy learning
15. DISADVANTAGES
• Possible for frequent error.
• Self directed learning is quite time consuming
• It needs an organized manner of planning,
inquiring skills, decision making and self
evaluation of work.
16. ROLE OF TEACHER
• The teacher has to raise student awareness of
their roles in learning.
• Learner participation in decision making is
other fundamental aspect of the SDL
approach.
• Teacher could establish a thematic
framework within which students are given
choices.
17. Contt..
• Teachers who want to encourage SDL must
free themselves from a preoccupation with
tracking and correcting errors
• To establish the habit of self monitoring,
teachers need to encourage learners to
reflect on what they did and to revise
attempted work.
19. DFINITION
Micro-teaching is a controlled practice that
makes it possible to concentrate on teaching
behaviour in the student-teacher training
programme.
20. Contt..
Microteaching is a teacher training technique
for learning teaching skills. It employs real
teaching situation for developing skills and
helps to get deeper knowledge regarding the
art of teaching.
21. CHARACTERSTICS
• Duration of teaching as well as number of
students are less.
• Content is divided into smaller units.
• Only one teaching skill is considered at a
time.
• Provision of immediate feedback.
22. OBJECTIVES
• To enable the teacher trainees to learn and
assimilate new teaching skills under
controlled conditions.
• To enable the trainee to gain confidence in
teaching and mastering a number of teaching
skills on a small group of pupil.
23. Contt..
• To utilize the academic potential of teacher
trainee for proving much needed feedback
• To give the teacher trainees training in the
component of skills of teaching at the pre
service level.
• To gain maximum advantage with little time,
money and material.
25. STRATEGY
• Supervision of lesson by the supervisor.
• Videotapes of the lesson to be televised at
closed circuit television.
• Discussion about the presentation / feedback
from the pupil supervisor and supervisor in
charge.
26. Contt..
• Preparation of the lesson after feedback.
• Re-teaching of the same lesson to another
small group of students by the pupil teacher.
• Again discussion with the supervisor and
feedback.
27. FIVE R'S OF MICROTEACHING
• Recording
• Reviewing
• Responding
• Refining
• Redoing
28. SKILLS
• Introduction Skill
• Skill of Probing Questions
• Skill of Explanation
• Skill of Stimulus Variation
• Skill of Black-board Writing
• Skill of Achieving Closure
29. STEPS
• Defining the skill
• Demons Planning the lesson
• Teaching the micro lesson
• Discussion on the lesson delivered
30. Contt..
• Re-planning the lesson
• Re teaching the lesson
• Re- Discussion or re- feedback
• Repeating the cycle
31. PHASES
1 Knowledge acquisition phase:
• observation of analysis
• discussion if the demonstrated skill
2. Skills acquisition phase:
• Pre preparation of micro lesson involving the
skill
• Practising the skill while teaching
32. Contt..
3.Transfer phase:
• Evaluating performance leading to feedback
• Re-plan, re-teaching transfer of skill to actual
class teaching is macro session.
33. ADVANTAGES
• It focuses on sharpening and developing
specific teaching skills and eliminating
errors.
• It enables understanding of behaviors
important in class-room teaching.
• It increases the confidence of the learner
teacher.
34. Contt..
• It is a vehicle of continuous training for both
beginners and for senior teachers.
• It provides experts supervision and
constructive feedback.
35. ROLE OF TEACHER
• Supervisor will help the teacher trainee to
develop component skills of teaching to both
the theory underlying skills and the practical
condition of the classroom.
• Provides continuous consultation and helps
the teacher trainee skills learnt in the
microteaching settings to be actual
classroom.
36. Contt..
• Demonstrate the teaching skill which has to
be developed in the teacher trainee.
• Prepares a special schedule of microteaching
lesson to the participating school should act
as a role model for student trainees
