The document discusses various teaching approaches and methods. It begins by defining teacher-centered and student-centered approaches, noting that student-centered focuses more on student engagement and interaction. It then provides examples of different teaching strategies like lectures, active learning, critical thinking, and cooperative learning. Finally, it elaborates on specific teaching methods such as explaining, demonstrating, collaborating, brainstorming, direct teaching, lectures, role-playing, and games.
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.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
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.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
Teaching Strategies and Methodologies for Teaching and LearningMG M
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 school’s vision.
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Your Reality is Not My Reality: Assessing the Merits of Critical Pedagogy in ...Linda Chambers
Critical pedagogy is a movement for change in education that has been largely motivated by the emergence of political, social, and economic injustices that have resulted in our lack of trust for public goods and services brought about by the powerful government, financial, and corporate elites “whose strangulating control over politics renders democracy corrupt and dysfunctional.” (Polychroniou). The concept of critical pedagogy, which initially started under the leadership of Paulo Freire, a radical Brazilian educator, philosopher, author, and an advocate of the oppressed, has spread into the North America educational system and across the globe (“Paulo Freire”). While critical pedagogy has been largely addressed as a theoretical concept, its applications and measurement for success among our student populations on all educational tiers—elementary, secondary, and higher education--both in the academic institutions and in programs outside of these institutions--are being closely studied and analyzed. There is widespread belief among scholars that the changing climate of our current educational institutions are not adequately meeting the needs of our student population in a rapidly changing society. Questions are raised about whether these institutions are moving in the right direction with outmoded, traditional practices of standardized education that is meant to produce students who are more like robots rather than critical thinkers. Amidst these concerns is 1) whether the student population will be prepared to take their rightful place as leaders, advocates and activists within a deeply politicized bureaucracy that is increasingly becoming less democratic, and 2) whether Composition studies can be deemed a legitimate space for developing student awareness, literacy, and social consciousness. This paper will assess the merits of critical pedagogy in composition as a transformative approach towards social change. A critical review of literacy applications within a multicultural context, addressing the virtues of critical pedagogy, and providing various frameworks for its integration in and out of the classroom will be provided.
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
Teaching Strategies and Methodologies for Teaching and LearningMG M
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 school’s vision.
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Your Reality is Not My Reality: Assessing the Merits of Critical Pedagogy in ...Linda Chambers
Critical pedagogy is a movement for change in education that has been largely motivated by the emergence of political, social, and economic injustices that have resulted in our lack of trust for public goods and services brought about by the powerful government, financial, and corporate elites “whose strangulating control over politics renders democracy corrupt and dysfunctional.” (Polychroniou). The concept of critical pedagogy, which initially started under the leadership of Paulo Freire, a radical Brazilian educator, philosopher, author, and an advocate of the oppressed, has spread into the North America educational system and across the globe (“Paulo Freire”). While critical pedagogy has been largely addressed as a theoretical concept, its applications and measurement for success among our student populations on all educational tiers—elementary, secondary, and higher education--both in the academic institutions and in programs outside of these institutions--are being closely studied and analyzed. There is widespread belief among scholars that the changing climate of our current educational institutions are not adequately meeting the needs of our student population in a rapidly changing society. Questions are raised about whether these institutions are moving in the right direction with outmoded, traditional practices of standardized education that is meant to produce students who are more like robots rather than critical thinkers. Amidst these concerns is 1) whether the student population will be prepared to take their rightful place as leaders, advocates and activists within a deeply politicized bureaucracy that is increasingly becoming less democratic, and 2) whether Composition studies can be deemed a legitimate space for developing student awareness, literacy, and social consciousness. This paper will assess the merits of critical pedagogy in composition as a transformative approach towards social change. A critical review of literacy applications within a multicultural context, addressing the virtues of critical pedagogy, and providing various frameworks for its integration in and out of the classroom will be provided.
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.
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.
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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!
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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.
1. TEACHING
APPROACHES
Name No.MATRIC Programme
ANNIE HII D20121058264 Agriculture Science
YADI SHI D20102040039 Mathematics
MUHAMMAD
NAZMI
D20121058274 Agriculture Science
2. INTRODUCTION TO TEACHING
APPROACHES
A teaching approaches comprises the principles
and methods used for instruction.
Commonly used teaching methods may include
class participation, demonstration, recitation,
memorization, or combinations of these.
The choice of teaching methods to be used depends
largely on the information or skill that is being
taught, and it may also be influenced by the
attitude and enthusiasm of the students.
3. Teacher- centered Student-centered
Focus is on instructor. Focus is on both students and
instructor.
Instructor talks; students listen. Instructor models; students interact
with instructor and one another.
Students work alone. Students work in pairs, in groups, or
alone depending on the purpose of
the activity.
Instructor monitors and corrects
every student utterance.
Students talk without constant
instructor monitoring; instructor
provides feedback/ correction when
questions arise.
Instructor chooses topics. Students have some choice of
topics.
Instructor evaluates student learning. Students evaluate their own learning;
instructor also evaluates.
Classroom is quiet. Classroom is often noisy and busy.
4. “ TEACHER-CENTERED” AND
“ STUDENT-CENTERED”
As Thomas Shuell has said, student-centred teaching
is built on the assumption that "what the student does
is actually more important in determining what is
learned than what the teacher does" (T.J. Shuell,
“Cognitive Conception of Learning" (1986), 429 ).
Therefore, as an important part of our learning and
teaching approach, student-centred and active
learning approaches should be emphasised to engage
students in their learning.
5. TEACHING STRATEGIES
Lecture
Active learning
- Strategies that encourage students to think and learnt.
Critical thinking
- Focusing, information gathering, referencing, organizing,
analyzing, integrating, and evaluation.
Discussion
- An important element is the use of inquiry questioning to
stimulate discussion and bring the forum to the highest levels.
Cooperative learning
- encourages small group of students to work together for the
achievement of a common goal.
6. TEACHING STRATEGIES
Mid-Course Assessment
- For the purpose of improvement. These range
from very informal to highly formal.
Case-studies
- Providing an opportunity for students to apply
what they learnt in the classroom in real-life
experience.
- It engages students in active discussion about
issues and problems inherit in practical
application.
Questioning
7.
8. METHOD OF
INSTRUCTION /
TEACHING
Basically have
150 based on
research
•Debates (formal)
•Crossword puzzles
•Cooking foods of places studied
•Construction of vocabulary lists
•Vocabulary drills
•Diaries
•Dances of places or periods studied
•Construction of summaries by students
•Dressing dolls
•Required term paper
•Panel discussion
•Biographical reports given by students
•Reports on published research studies and experiments by students
•Library research on topics or problems
•Written book reports by students
•Flags
•Jigsaw puzzle maps
•Hall of Fame by topic or era (military or political leaders, heroes)
•Flannel boards
•Use of pretest
•Gaming and simulation
•Flash cards
•Flowcharts
•Interviews
•Maps, transparencies, globes
•Mobiles
•Audio-tutorial lessons (individualized instruction)
•Models
•Music
•Field trips
•Drama, role playing
•Open textbook study
•Committee projects--small groups
•Notebook
•Murals and montages
•Class projects
•Individual projects
•Quizdown gaming
•Modeling in various media
9. METHODS OF INSTRUCTION Explaining
Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to
be learned. Lecturing is often accompanied by visual aids to help students visualize an object or
problem. Explaining may meet the needs of auditory or visual learning preferences[clarify] but often
fails to meet the needs of individuals with other learning preferences[clarify], such as kinesthetic or
social learners[clarify].[citation needed]
Demonstrating
Demonstrating is the process of teaching through examples or experiments. For example, a science
teacher may teach an idea by performing an experiment for students. A demonstration may be used
to prove a fact through a combination of visual evidence and associated reasoning.
Collaborating
Collaboration allows students to actively participate in the learning process by talking with each other
and listening to other points of view. Collaboration establishes a personal connection between
students and the topic of study and it helps students think in a less personally biased way. Group
projects and discussions are examples of this teaching method. Teachers may employ collaboration
to assess student's abilities to work as a team, leadership skills, or presentation abilities.[1]
Learning by teaching
In this teaching method, students assume the role of teacher and teach their peers. Students who
teach others as a group or as individuals must study and understand a topic well enough to teach it
to their peers. By having students participate in the teaching process, they gain self-confidence and
strengthen their speaking and communication skills
10.
11. COOPERATIVE LEARNING
Advantages
Helps foster mutual responsibility
Supported by research as an effective technique
Students learn to be patient, less critical and more compassionate
Disadvantages
Some students don't work well this way
Loners find it hard to share answers
Aggressive students try to take over
Bright students tend to act superior
Preparation
Decide what skills or knowledge are to be learned
Requires some time to prepare students to learn how to work in
groups
12. BRAINSTORMING Advantages
Listening Listening exercise that allows creative thinking for new ideas
Encourages full participation because all ideas are equally recorded
Draws on group's knowledge and experience
Spirit of cooperation is created
One idea can spark off other ideas
Disadvantages
Can be unfocused
Needs to be limited to 5 - 7 minutes
Students may have difficulty getting away from known reality
If not managed well, criticism and negative evaluation may occur
Value to students depends in part on their maturity
Preparation
Teacher selects issue
Teacher must be ready to intervene when the process is hopelessly bogged down
13. DIRECT TEACHING
Advantages
Very specific learning targets
Students are told reasons why content is important - helps to clarify lesson
objective
Relatively easy to measure student gains
Good for teaching specific facts and basic skills
Is a widely accepted instructional method
Disadvantages
Can stifle teacher creativity
Requires well-organized content preparation and good oral communication skills
Steps must be followed in prescribed order
May not be effective for higher-order thinking skills, depending on the knowledge
base and skill of the teacher
Preparation
Content must be organized in advance
Teacher should have information about student prerequisites for the lesson
14. LECTURE
Advantages
Factual material is presented in a direct, logical manner
May provide experiences that inspire - useful for large groups
Most efficient way to convey teacher spoken information
Disadvantages
Proficient oral skills are necessary
Audience is often passive
Learning is difficult to determine as the lecture progresses
Communication is one-way
Not appropriate for children below grade 4
Preparation
There should be a clear introduction and summary
Effectiveness is related to time and scope of content
Is always audience specific; often includes examples, anecdotes
15. LECTURE WITH DISCUSSION
Advantages
Involves students, at least after the lecture
Students can question, clarify and challenge
Lecture can be interspersed with discussion or breaks as the
content and time permit
Disadvantages
Time constraints may affect discussion opportunities
Effectiveness is connected to appropriate questions and
discussion; often requires teacher to "shift gears" quickly
Preparation
Teacher should be prepared to allow questions during lecture, as
appropriate
Teacher should also anticipate difficult questions and prepare
appropriate responses in advance
16. MULTIMEDIA (COMPUTER, INTERNET, CD,
DVD, FILM)
Advantages
Entertaining way of introducing content and raising issues
Internet content easily updated
Usually keeps group's attention
Cost effective way to obtain and disseminate content
May provide opportunities for independent student investigation in a wide range of topics
Disadvantages
Can raise too many issues to have a focused discussion
Distractions happen all too easily
Students working independently can easily lose focus of lesson topic
Most effective when followed by discussion
Discussion may not have full participation
Preparation
Teacher must formulate rules and communicate them to students
Need to obtain and set up equipment
Computing skills required for some applications
Most effective when teacher prepares for discussion after the presentation or activity
17. ROLE PLAYING
Advantages
Introduces problem situation dramatically
Provides opportunity for students to assume roles of others and thus appreciate another
point of view
Allows for exploration of solutions
Provides opportunity to practice skills
Disadvantages
Some students may be too self-conscious
Not appropriate for large groups
Can be time consuming to set up and execute
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
Teacher must have back up activities in case of problems
18. GAMES
Advantages
Students are usually interested in and challenged by games
Can provide opportunities for team member building skills
Feedback is usually easy to provide and is quick
When used in direct relationship to a lesson objective, can provide a stimulating experience for
all
Disadvantages
Can create in-group/out-group feelings
Can demotivate those who are not competitive by nature
Can create feelings of inadequacy in those not as skilled or forceful
Can discourage creativity if the format is very rigid and the focus is strongly on winning
Preparation
Choose relevant games at an appropriate level that can be reasonably expected to achieve the
learning objectives
Introduce the game and make the objectives clear
Give clear and thorough directions
Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so
Do not take sides or show partiality
Keep a handle on things
19. SMALL GROUP DISCUSSION
Advantages
Allows for participation of everyone
Students often more comfortable in small groups
Groups can reach consensus
Disadvantages
Needs careful thought as to purpose of group
Groups may get side tracked
Preparation
Needs careful thought as to purpose of group
Groups may get side tracked
20. CASE STUDIES
Advantages
Develops analytic and problem solving skills
Allows for exploration of solutions for complex issues
Allows student to apply new knowledge and skills
Disadvantages
Students may not see relevance to own situation
Insufficient information can lead to inappropriate results
Not appropriate for elementary level students
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
21. DISCUSSION
Advantages
Pools ideas and experiences from group
Effective after a presentation, film or experience that needs to be analyzed
Allows everyone to participate in an active process
Disadvantages
practical Not practicalwith more that 20 students
A few students can dominate
Some students may not participate
Is time consuming
Can get off the track
Preparation
Requires careful planning by the teacher to guide the discussion toward the
lesson objective
Requires preparation of a question outline
22. WORKSHEETS AND SURVEYS
Advantages
Allows students to think for themselves without being
influenced by others
Individual thoughts can then be shared in large group
Disadvantages
Can be used only for short period of time
Preparation
Teacher has to prepare handouts
23. COMPUTER SIMULATIONS
Advantages
Students can work independently
Abundant selection of simulation software in many subjects, especially the
sciences and social studies
Effects of decisions can be readily seen and evaluated
Transfer of learning to different subjects may be facilitated
Disadvantages
Computer software for simulations can be expensive
Some students may be easily distracted by the medium at the expense of the
subject matter
Not suitable for some subject matter areas such as mathematics
Preparation
Teacher must make sure the simulation relates to a lesson or unit objective
Teacher must have "plan B" ready in case the simulation is not as expected
24. INDEPENDENT STUDY
Advantages
Learning skills developed have impressive staying power
Students can learn to increase the rate at which they understand new material
There is a greater opportunity for transfer of learning to other subjects
Increased opportunities for students to problem solve what is needed to learn intended content (prerequisites)
Students may learn how to pace learning and thereby gain self-confidence
Disadvantages
Distractions are always a possibility -- requires self-discipline
Appropriate materials may not be available or accessible
Not appropriate for certain age groups such as students below grade four, or for highly complex subject
matter such as physics, which require a good deal of explanation
Preparation
Develop plan to monitor and collect feedback about independent study activities for each student
Provide appropriate resources that are connected to the subject matter in question
Provide plan to provide feedback to students during the course of independent study
25. GUEST SPEAKERS
Advantages
Can provide a dynamic and engaging presence
Can personalize a topic to make it more interesting and/or chalenging
Often breaks down an audience's stereotypes
Disadvantages
May not be a good speaker
Can inadvertently present information not appropriate for the age and
maturity of the aduience
Preparation
Contact speakers and coordinate
Interview speakers before making commitment
Inform students about the speaker before the presentation
Make an appropriate introduction
26. ICT AS A TOOL IN TEACHING
ICT defined as information and communication technology
(ICT) the hardware and software that enables data to be
digitally processed, stored and communicated. ICT can be
used to access, process, manage, and present information
model and control events, construct new understanding and
communicate with other.
27. The use of ICT in teaching mathematics
can make the teaching process more
effective as well as enhance the students’
capabilities in understanding basic
concepts.
28. USING ICT IN TEACHING
As a “diverse set of technological tools and
resources, ICT is used to communicate, and to
create, disseminate, store, and manage
information.”
These technologies include computers, the
Internet, broad casting technologies (radio and
television), and telephony.
29. THE BENEFIT OF USING ICT
to help teachers create more 'learner-centric' learning
environments
can be used to support change and to support/extend existing
teaching practice.
for information presentation is of mixed effectiveness
The use of ICTs help improve the quality of education
Motivating to learn.
Facilitating the acquisition of basic skills.
Enhancing teacher training.
31. DISCOVERY APPROACH
Discovery Learning is “International Learning”.
Both the teacher and the learner play active roles
in discovery learning depending upon on the role
that the teacher plays, this can range from
guided discovery (needs strict supervision) to
free or pure discovery (very little supervision
needed)
32. DEMONSTRATION APPROACH
Demonstration Approach is a teaching strategy in
which the teacher engages “in a learning task other
than just talking about it”. The teacher’s role is to
“know and show” while that of the children is to
“listen and follow”. This approach is more effective if
used after a lesson has been presented through
discovery. It is more useful in strengthening
computational skills, but NEVER in presenting a new
concept.
33. MATH-LAB APPROACH
The Mathematics Laboratory Approach is a
method of teaching whereby the learner in small
groups work through an assignment/task card,
learn and discover mathematics for themselves.
The learners work in an informal manner, move
around, discuss and choose their materials and
method of attacking a problem, assignment or
task.