Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Teaching Strategies and Methodologies for Teaching and LearningMG M
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The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your schoolâs vision.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Teaching Strategies and Methodologies for Teaching and LearningMG M
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The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your schoolâs vision.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
In the 1970s, Benjamin Tregoe developed the concept of the driving force as a way to think about an organizationâs strategic intent.
âthe primary determinant of the products and services an organization will and will not offer and the markets (customers, consumers, and geographies it will and will not serve.â
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
In the 1970s, Benjamin Tregoe developed the concept of the driving force as a way to think about an organizationâs strategic intent.
âthe primary determinant of the products and services an organization will and will not offer and the markets (customers, consumers, and geographies it will and will not serve.â
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnât 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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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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 Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
5. AIMS OF TEACHING STATEGIES Ensuring that certain learnings will be acquired in as brief a time as possible. Inducing students to engage in exchange of ideas. Minimizing the number of wrong responses as the students attempt to learn a concept, principle etc. Ensuring the attainment of certain content objectives.
6. PRICIPLES OF TEACHING STRATEGY BUILDING. Principle of selection. Principle of motivation. Principle of maxims of teaching. Principle of variety. Principle of correlation with environment. Principle of feedback Principle of individual difference. Principle of childâs all round development.
7. Lecture Case Method Discussion Cooperative Learning Distance Learning "The Role Playing Processâ Different teaching strategies
8. Different teaching strategies Lecture The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes feedback from students, assumes an unrealistic level of student understanding and comprehension, and often disengages students from the learning process causing information to be quickly forgotten. The following recommendations can help make the lecture approach more effective (Cashin, 1990): 1. Fit the lecture to the audience 2. Focus your topic - remember you cannot cover everything in one lecture 3. Prepare an outline that includes 5-9 major points you want to cover in one lecture 4. Organize your points for clarity 5. Select appropriate examples or illustrations 6. Present more than one side of an issue and be sensitive to other perspectives 7. Repeat points when necessary 8. Be aware of your audience - notice their feedback 9. Be enthusiastic -
9. Case Method Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness of multiple perspectives.
10. "The Role Playing Process: Make sure the students define a situation that is relevant and important to them--for example, a situation in which they may be offered a drug. Get details such as the setting and number and types of people involved. Set the stage by arranging furniture, indicating where 'doors' might be located. Prepare the audience by giving them specific questions to be prepared to answer at the conclusion of the role play. Examples: (a) Would this work in real life? (b) How would you have handled the situation? There are numerous ways to select participants. Discuss ideas. Begin the role play, stopping it if it is unrealistic, going nowhere, or has accomplished its purpose. Ask questions of the participants and audience. Reenact the role play, if necessary, using a variation of the situation, new participants, feedback provided to improve a skill. . .
11. Distance Learning . Distance learning is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995). It has made it possible for learning experiences to be extended beyond the confines of the traditional classroom. Distance learning technologies take many forms such as computer simulations, interactive collaboration/discussion, and the creation of virtual learning environments connecting regions or nations. Components of distance learning such as email, and interactive software have also been useful additions to the educational setting.
12. Cooperative Learning: Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning. It stress the importance of faculty and student involvement in the learning process When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience.
17. Different tactics are: MASTERY LEARNING. PROJECT-CENTERED APROACH. TEACHER-CENTERED CLASSROOM.
18. MASTERY LEARNING: Appeared during recent years. Put forward by Benjamin Bloom. As a tactic, mastery learning is best understood as a special case of criterion referenced instruction, in which the objective of instruction is more apparent to students and kept before the student until he/she has achieved it. While achieving it frequent feedback is given. Sufficient time is given according to the needs of the learner.
19. Project- centered approach: It mainly focuses on individual student. Coined by Kilpatrick The project may be in group or for individual. It fulfills all the requirements require for the effective strategy.
20. Types of Teaching Styles "Style" The way or manner (Method) in which something is said or done - American Heritage Dictionary
21. Types of Teaching Styles A. Keep Students Interested - Excited teacher with loud voice and lots of energy - Humor - Change activities frequently B. Respect Learners C. Objective Driven
22. Types of Teaching Styles A. Keep Students Interested B. Respect Learners C. Objective Driven - Verbal teaching styles - Bibliotherapy: Use of written handouts and articles Knowledge Skills Attitudes
27. The Unit Study Approach ¡ Takes a theme or topic and delves into it deeply over a period of time ¡ Integrates some or all subjects into one study around a common theme¡ Many prepared unit study curricula are available¡ Example: Unit study on Birds- Language Arts: reading and writing about birds and about famous ornithologists, Science and Math: studying the parts, functions, and life cycles of birds and even the aerodynamics of flight, Social Studies: determining the migration paths, habitats, and ecological/sociological impact of birds, Art: sketching familiar birds, building bird houses or feeders.
28. The Unit Study Approach Strengths of the Unit Study Approach*All ages can learn together*Children can delve as deeply or as lightly into a subject as they like*The family's interests can be pursued*Students get the whole picture*Curiosity and independent thinking are generated*Intense study of one topic is the more natural way to learn*Knowledge is interrelated so is learned easily and remembered longer*Unit studies are fairly easy to create Weaknesses of the Unit Study ApproachĂ It is easy to leave educational "gaps"Ă Hard to assess the level of learning occurringĂ Record keeping may be difficultĂ Prepared unit study curricula are expensiveĂ Do-it-yourself unit studies require planningĂ Too many activity-oriented unit studies may cause burn-out of teacher and student
29. Strengths of the Traditional Approach*Everything is laid out for ease of use*Follows a standardized scope and sequence*Has definite milestones of accomplishment*Testing and assigning grades is easy to do Weaknesses of the Traditional ApproachĂ Doesn't take into account individual learning styles, strengths, weaknesses or interestsĂ Assumes that there is a body of information that comprises as education and that this information can be broken down into daily incrementsĂ Treats children's minds like containers to be filled with informationĂ Focuses on transmitting information through artificial learning experiencesĂ Is teacher-directed and chalkboard orientedĂ Different aged students study different materialsĂ Expensive when teaching multiple childrenĂ Discourages original, independent thinkingĂ Has a high "burn out" rate
30. Summary of Teaching Styles âVerbal Teaching Stylesâ are value-neutral. No one style is unqualifiedly better or worse than another. Each âTeaching Styleâ has its own advantages and usefulness. The Key is flexibility.