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Teaching Methodology
This document summarizes teaching methodology and provides guidance on effective teaching. It begins by defining teaching as a process of encouraging behavioral change in students. It then distinguishes teaching from training, noting that teaching focuses on imparting knowledge while training develops abilities. The document outlines the purpose and process of teaching, including common teaching methods. It provides qualities of good teaching and guidance on how to teach, including introducing topics, organizing lessons, and assessing students. Overall, the document serves as a guide for educators to understand different aspects of teaching methodology.
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Teaching Methodology
- 1. Teaching Methodology Farhana Zaheer October, 2019 NationalInstitute of labor Administration and Trainings - Karachi Pakistan
- 2. Learning objectives 1. Whatis teaching? 2. Teaching vs Traning 3. What is the purpose of teaching? 4. What is the process of teaching? 5. What are the types of teaching? 6. What are the various teaching methods? 7. What are the qualities of good teaching? 8. How best to teach? 9. How to assess your teaching?
- 3. Art ofTeaching is called Pedagogy
- 4. What is teaching? Teaching is a process planned for learning by encouraging a behavioural change in the taught. It is an art of communicating a message with impact on audience. Pedagogy is an art or profession of teaching.
- 5. What is training? Teaching and learning activities for aching short term or long term objectives Helping members of an organization acquire and apply the knowledge, skills, abilities, and attitudes Needed for any particular job Tech. or soft skill trainings')
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- 7. Teaching vs. Training Teaching is more theoretical and abstract, while training (when done well) is more hands-on and practical. Teaching seeks to impart knowledge and provide information, while training is intended to develop abilities
- 9. Training in termof Coaching Coaching is a form of development in which an experienced person, called a coach, supports a learner or client in achieving a specific personal or professional goal by providing training and guidance.
- 10. Training in termof Mentoring A semi-structured guidance one person shares their knowledge, skills and experience to assist others to progress in their lives and careers.
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- 12. Training in termof Facilitating
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- 14. Why teaching Teaching creates knowledgeawareness and feelings in the taught and brings about behavioral change.
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- 18. Teaching flows Teaching isa flow of thoughts ( river of thoughts). It is a continuous process , no unwanted interruptions.
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- 21. Teaching Approach • DirectInstructions • Formal Authority • Expert • Personal Model TEACHER ORIENTED • Inquiry based Learning • Cooperative learning • Facilitator • Delegator LEARNER ORIENTED
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- 24. Teaching methods Lecture Lecture discussion Seminar Panel discussion Group discussion Role play Integrated teaching (horizontaland vertical) Talking point sessions Workshops Conferences
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- 26. Criteria of goodteaching Good Concept ( thorough preparation) Organized Content( lesson planning) Good Quality and optimum quantity Sequence and Relevance Learner oriented
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- 28. TEACHING PRACTICE 1. Induction 2. Introducing Topic 3.Topic Organization 4. Reinforcement 5. Stimulation 6. Summarizing 7. Evaluation Or Assessment
- 29. 1. Set induction •Bringing the mood of the audience into the topic. a. Verbal questioning b. Handouts c. Problem/exercises
- 30. 2. Introduction tothe topic Introduce the topic to the students • Title • Learning objectives • Performance objectives
- 31. 3. Organizing the topic Preparelesson plan keeping in mind • Relevance • Sequence • Editing • Time management
- 32. 4. Reinforcement • Makethe lesson both comprehensive and interesting by Reinforcing with 1. Facts and figures 2. Problems/exercises 3. Giving Examples 4. Making it a two way lecture discussion by asking few questions( particularly the students who are not attentive)
- 33. 5. Stimulation • Repetitionof the main points • Stressing the important ones • Relevant personal experiences • Purposeful body movements, gestures, voice modulations, eye contact etc. Make it more interesting and lively by
- 34. 6. Summarizing • Summarizeyour lecture • By checking whether you have explained all the learning objectives you have chosen. • Just repeat your learning objectives giving stress on main points.
- 35. EVALUATION OR ASSESSMENT Self Designedwith Learning Objectives Lecture Content, Quality Of Presentation Etc Third Party Assessment
- 36. Teaching dimensions Teacher development is mutualwith the student development and vice versa.
- 37. How Faculty SpendIn-Class Time What do students retain?
- 38. Teacher Challenges 1. MixedClassrooms Older Students Younger Students Benefits Experienced Technologically Practicality Challenges Anxious Lack Identity Mixed classroom closer to work environment
- 39. Teacher Challenges 2. Student’sExpectations Want solid knowledge base and real-world Want clear and organized presentation of material Want to know why (how does this activity, reading connect to my future career?) Want faculty to be enthusiastic, helpful and engaged Expect “customer service” Want face-to-face contact but accept boundaries
- 40. Teacher Challenges 3.Faculty’s Time Dealing with students with varied backgrounds and skill levels Fear – stop lecturing & lose control Won’t cover all of the material Fair assessment of group and team work
- 41. Strategies Must understand learners Acceptdifferences among students and between students and faculty Engage students in setting goals and expectations Be flexible, creative and try
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- 44. Managing the students Don’tthrow the blame Students are immature, less skilled, emotional You are mature, more skilled and composed.
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