The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
an introduction and concept of micro-teachingGunjan Verma
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.
an introduction and concept of micro-teachingGunjan Verma
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.
Section 2 of the University of Sussex undergraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
Section 2 of the University of Sussex undergraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
An approach to provide maximum knowledge about Micro teaching and Skill Practice. Useful for student teachers and Teacher educators. Many of the ideas are adopted from self experience, from other eminent slide sharers and from Educational Technology and Pedagogy books of all disciplines of secondary school level.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Azure Interview Questions and Answers PDF By ScholarHat
Seminar
1. DEFINITION- The method of teaching is in
which approaches must likely to the
method of investigation.”Burke
“A devices implies the external mode or
form, which teaching may take time to
time.”-Burton
2. Do work with
maximum efficiency
Eagerness to
inspectorate Develop
love for work
Expand
student
interest
Make capable
for clear thinking
Apply practical Adapt 3 A – Age
knowledge ability and
aptitude
3. Objectives and
Content of course
Capacity of Accord sound
students psychological
principles
Teacher Should use
personality and creativity
assets
4. Impart
Inculcates values knowledge
attitude and habits
for work
Train the
teacher
Clear in speech
and writing Create genuine
attachment to
work
Principle of
verbalism and To learn
memorization Provide benefit in actively and
all categories apply
practically
7. Lecture method is talk giving
specified information to the
class or long serious speech-
oxford dictionary
The lecture is an excellent
method for presenting
information to a large number
of persons in a short period of
time.- A Adivi Reddy
The lecture is essentially a
formal exposition, which makes
only incidental use of narrative
description in setting forth the
basic and all inclusive structure
of an entire topic.
8. Student will able to generalize Create interest and
able and conclusion enthusiasm
Stimulates
the process
of thinking
Analysis by using
scientific principle
Organize the
content Develop
teaching
Improve the skills
knowledge of
teacher
Draw attention
of students
Reflect understanding Material will
through suitable be long time
examples
9. PRINCIPLES OF AIM
PRINCIPLES OF ACTIVITY
PRINCIPLES OF
CORELATION
PRINCIPLES OF
LOOKING AHEAD
PRINCIPLES OF
EFFECTIVE
PREPARATION
10. Sometime
absorb organized
information preparation
without thinking
Conserves Cover thoroughly
time the subject
content
Results are easy Adaptable to large
to cheek group
11. It useful to relate past
Provide new
present and future
information
content
Develop professional
relationship Present large
between teacher fact in short
and students time
Integrate different
ideas and concept Advanced
in orderly system the students
12. QUESTION
LEARNER PREPARATION
NOTE TAKING
STRUCTURE
TECHNOLOGY AND
VISUAL AIDS
PREPARATION OF THE
GROUP
13. ADVANTAGE DISADVANTAGE
1)Apparent saving of time and It is the wastage of time to
resources repeat the material present in
books.
2) Presence of teacher. Keep the student in passive
situation.
3) Covers a large group of Don’t facilitate how to solve
students. the problem.
4) Give a feeling of security. Low receptivity.
5) It has more weight than Hard to check teaching
mute appeal. learning process.
14. Allow for
note Teacher not only
Illustrate
taking to talk but work
and interject
with students
questions to clarify
the doubts
Teacher establish the
Provide contact very soon
clarification of with students so she
thoughts and deliver the content
assimilation of according to student
ideas capacity
Teacher will
compensate Important points
for the are clear first
restrictions of before moving to
student verbal next
expressions
15. rapport
Lecture
outline and
students note
voice
eye contact
gestures
16. It is not readily Time
analyzed and consume
summarized by
students
Poorly adapted to
the perceptive
ability of students Little student
activity
Is likely to become a Require special
sustained dictation skill
exercise
17. People have now days . . . got a strange opinion that everything should be taught by
lecturesNow, I cannot see that lectures can do so much good as reading the books
from which the lectures are taken. . . . Lectures were once useful, but now, when all
can read, and books are so numerous, lectures are unnecessary
(Boswell's Life of Samuel Johnson, LL.D., pp. 144, 471). More Samuel Johnson
(1709-1784)
Further two of the studies reviewed conclude that the process of trying to to take
notes from a lecture, although useful for aiding recall later on and in raising test
scores, can interfere with immediate retention of information communicated in a
lecture (Davis and Alexander 1977a)
Since the medieval universities of Paris and Bologna (Haskins 1957), the lecture has
shown remarkable durability in the face of technological advances and the often
sharp attacks of its critics, themselves dating back almost as far (McLeish 1968).
A report by the Association of American Medical Colleges points out that 37 percent
of North American medical schools scheduled over 1,000 hours of lectures for the first
two-year, preclinical medicine curriculum, With "abundant evidence [indicating] that
the educational yield from lectures is generally low" (p. 12), the report recommends
reducing scheduled lectures by one-third to one-half and allowing students
unscheduled time for more productive learning activitie
18. Neeraja KP “Textbook Of Nursing
Education”[2009] 1 STEedition Pp-255-258
Published by Jaypee Brothers.
Sharma Kumar Dinesh “Communication
and Educational Technology”[2008] 1st
edition Pp-183 -192 Published by Lotus
Publisher
Clement I “ General Textbook Of Nursing
And Midwifery”[2010] 1STEdition Pp-29 to 32
Published by Jaypee brothers.
Chanda Eshita “Introduction To Nursing
Education”[2011] 1st edition Pp-74 to 77
Published by PV brother.
http://www.hi.is/~joner/eaps/wh_lecte.htm