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teaching learning strategies
The document discusses various teaching and learning strategies. It defines traditional and modern concepts of teaching, as well as learning. It then describes strategies such as lectures, discussions, question-answer methods, cooperative learning and assignments. For each strategy, it outlines the key aspects, advantages and disadvantages. The goal is to provide an overview of different approaches to enhance the teaching and learning process.
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teaching learning strategies
- 1. Teaching learning strategies Allregards to my teacher
- 2. Presented by Hafiz MKashif
- 3. What is Teaching? Traditional teaching: It is an act of imparting instructions to the learner in the classroom situation. Modern concept: It is to cause the pupil to learn and acquire the desired knowledge, skill and also desirable ways of living in the society. Thomas F. Green’s concept: “Teaching is the task of teacher which is performed for the development of a child.” Ryburn: “Teaching is a relationship which keeps the child to develop all his power.”
- 4. What is Learning? Learning is said to be equivalent to change, modification, development, improvement and adjustment. Gates: “Learning is modification of behavior through experience”. Woodworth view: “The process of acquiring new knowledge and new responses is the process of learning.”
- 5. Teaching learning strategies Strategies which maximize opportunities for interaction. According to Strasser: “Teaching strategy is generalized plan for a lesson or lessons which includes structure, desired learner behavior, in terms of goals of instruction and an outline of tactics necessary to implement the strategy” According to B.O smith: “Teaching strategy refers to a pattern of teaching acts that serves to attain certain outcomes”.
- 6. There are manystrategies which enhance teaching and learning processes. Some of the following are: Lecture method Discussion method Question answer method Cooperative learning Assignment and presentation method Project method
- 7. Lecture method Accordingto Perrott (1982): In almost all lessons or learning sequences, the teacher has to present information and ideas. He has to introduce topics, summarize the main points of the learning activity and stimulate further learning. All these activities require the use of lecture-explanation techniques. They are efficient; planning time is devoted to organizing the context. Less attention has to be devoted to teaching strategy. They are flexible and can be adapted to a wide range of subjects. Most people can learn to lecture well enough to survive in a classroom. Lectures are easier to learn than most other instructional strategies. They are easier for teacher due to simply “telling” students about the subject.
- 8. Four main featurescan be suggested for the process of lecturing (Brown, 1987). Intention Transmission Receipt of Information Output
- 9. Advantages The properperspective and orientation of a subject can be presented and the general outline of scope of the subject can be brought out. Many facts can be presented in a short time in an impressive way. The lecture can stimulate very good interest in the subject. Greater attention could be secured and maintained, as interest leads to attention. Spoken word has greater weight than mute appeal by books. The language may be made suitable to all the members of the audience. Lecture can present a number of facts belonging to different subjects and also it can facilitate inter-disciplinary approach to topics.
- 10. Disadvantages and Limitations It is waste of time to repeat the matter already present in books. The teacher to make the lecture impressive may care more for manner and style but very little for matter or content. If the lecture is very fast, the pupil cannot easily take notes and will not have any written record of the salient points made out. A lecture delivered in a style not easily understood by pupils will serve no purpose. In the process of lecturing, the learners are more passive than be active in class. The problem solving attitudes of pupils may disappear in the lecture method. There is no cooperation and interaction between the teacher and pupils in lecture method.
- 11. The Discussion Method Discussion Methods is an organized teaching/learning process. By this method, the class may be arranged in groups or panels. The class may remain together to exchange views, opinions or ideas on pre-determined topics. This is a method in which the students are actively involved if the groups are in small numbers and heterogeneous.
- 12. Types of Discussionmethod Panel Discussion: This is a discussion in which a few persons carry on a conversation in front of audience. Formal Discussion: In this type of discussion class is divided into small groups. A topic is given to all groups. Each group selects its leader and divide responsibilities in all group members. Students participate in the discussion in form of groups. Informal Discussion: In this type of discussion a topic is given by the teacher to students. All the class participates in discussion. Grouping is not done in the class. Every student has a chance to speech. Parliamentary Discussion: In this type of discussion the whole class is divided into two groups. One group is in the favor of the topic and other is in the opposite. Teacher guide the students whenever necessary
- 13. Advantages Students areencouraged to listen, think, analyze and evaluate points made. Students learn from one another. Students have opportunity to practice oral communication skills. Students get training in respecting other people’s views. It gives students training in looking for facts on their own.
- 14. Disadvantages Not alltopics are amenable to this method. For instance, it is not very suitable for mathematics, technical drawing or the sciences, in general. Brighter students may show off while shy or weaker ones may find it difficult to argue convincingly. It is not ideal for a large group.
- 15. Question-Answer Method ofTeaching Question answer teaching strategy is an old strategy also known as “Socratic Method of teaching”. It was developed by the famous philosopher Socrates. According to Parke, “the question is the key to all educative activity above the habit-skill level. It strategy is focused on to achieve the cognitive objectives and bringing knowledge to the conscious level. It has the following principle: 1. Theory of unfoldment, all knowledge is within the child, teacher cannot teach any ting from outside. 2. The knowledge can be emitted by linking the questions with his answers.
- 16. Advantages While askingquestions, the teacher keeps in mind the abilities, needs and interest of the learner. It involves the learners’ participation towards the subject matter and in teaching acts. It helps in achieving cognitive objectives and bringing knowledge at conscious level. Classroom verbal interaction is encouraged. It is a useful strategy at all the levels of education.
- 17. Disadvantages •It is difficultto prepare good questions, and arrange them logically. •The whole content-matter cannot be taught by this strategy. •The teacher wants the structured answers from the learners. There is no freedom for imaginative answers.
- 18. cooperative learning In cooperativelearning students will: Gain from each other's efforts. Your success benefits me and my success benefits you. Understand that all group members share in the outcome. We all sink or swim together. Know that how well you do is the result of both individual and team performance. We cannot do it without you.
- 19. Advantages Higher achievement. More positive relationships and a wider circle of friends. Greater intrinsic motivation. Higher self-esteem. Greater social support. More on-task behavior. Better attitudes toward teachers. Better attitudes toward school. Students are motivated to help one another learn. Students are able to translate the teacher's language into "student language" for one another.
- 20. Disadvantages Not allstudents work well with others, and may cause conflict within a group. This can potentially sabotage a cooperative learning environment. Not all lessons are ideal for group work. Easy or straightforward concepts may not be as interesting or successful in a cooperative learning assignment. Groups will finish at different times. This can add a layer of classroom management complexity for the instructor. Cooperative learning groups can create a level of noise within the classroom that the teacher might not be comfortable with, or know how to manage well. Some students may not do their fair share of work, or certain students may monopolise the task. This can lead to challenging grading situations for the teacher.
- 21. Students are requiredto prepare and maintain course portfolio A student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of Evaluating coursework quality, learning progress, and academic achievement Determining whether students have met learning standards or other academic requirements for courses, grade-level promotion, and graduation Helping students reflect on their academic goals and progress as learners Creating a lasting archive of academic work products, accomplishments, and other documentation.
- 22. Learner centered methods(do it yourself) Assignment method The Assignment method is the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self-learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process. It provides good training for information seeking and retrieval behavior. It inculcates the self-learning attitude among the students. It provides information analysis and research attitude to the learners. It develops the learning experiences from various sources.
- 23. Advantages Provides opportunityin self-learning for the students. Better learning experiences will be gained when combined with other science teaching methods. Teachers interruption is very much reduced and the students’ active participation is encouraged. Teacher acts as a role of guide only.
- 24. Limitations For theTeachers: It is time consuming and burden process. Teacher has to collect the information from various sources before assigning the work to the students. Work burden extends in holidays too. Teacher has to prepare the same at his own risk of time and money. There are divergent group of students in a class, it poses problems for teacher assigning a unique or uniform topic for assignment. The success of the assignment method largely depends on library and laboratory facilities provided for the teacher as well as students. For the Students: Time consuming. The time limit given threatens the students which makes the substandard work. The slow learners stay behind. They tend to copy others works. It is found hard for the students having little scientific attitude.
- 25. Project method .It is one of the modern methods of teaching in which the students’ point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of Learning by Doing. In this strategy students perform constructive activities in natural condition. It demands work from the pupils. According to W.H.Kilpatrick: “A project is a whole-hearted purposeful activity proceeding in a social environment”. This teaching strategy focus on To socialize a child. To achieve cognitive, affective and psychomotor objectives.
- 26. Advantages It helpsin developing social norms and social values among the learners. It provides invaluable opportunities for correlation of various elements of the subject matter and for transfer of training or learning. It helps in growing knowledge very effectively as a results of their close cooperation on social participation in the spirit of democracy.
- 27. Disadvantages The projectcannot be planned for all subjects and whole subject matter cannot be taught by this strategy. It is not economical from the point of view of time and cost. It is very difficult for a teacher to plan or to execute the projects to the learners and supervise them.
- 28. Development of testitems Here are a few general guidelines for developing test items: Consider your reasons for testing. Maintain consistency. Use testing methods that are appropriate to learning goals. Help Students prepare. Use consistent language Design test items that allow students to show a range of learning.
- 29.