4. •
•
•
•
•
•
•
•
•
•
•
•
•
Introduction with participants
10 Minutes
Introduction to the session
5 Minute
Assessment of the participants about the teaching methods 15 Minutes
A brief session of the existing method being used in Pakistan 20 Minutes
Discussion on effectiveness of different teaching methods on 20 Minutes
the basis of Learning Pyramid
15
Best Method of teaching (No method is best method for all the
situations)
10 Minutes
Teaching Method based on Integrated learning Environment 60 Minutes
Making integrated teaching plan on
a scientific topic
(Group activity)
20 Minutes
Selected Presentations
25 Minutes
Winding up
10 Minutes
6. Lecture
STRENGTHS:
- presents factual material in direct, logical
manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups
LIMITATIONS:
- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way
PREPARATION:
- needs clear introduction and summary
- needs time and content limit to be effective
- should include examples, anecdotes
7. Lecture With Discussion
• STRENGTHS:
• - involves audience at least after the lecture
• - audience can question, clarify & challenge
• LIMITATIONS:
• - time may limit discussion period
• - quality is limited to quality of questions and
discussion
• PREPARATION:
• - requires that questions be prepared prior to
discussion
8. Panel of Experts
•
•
•
•
•
•
•
•
•
•
•
•
•
STRENGTHS:
- allows experts to present different opinions
- can provoke better discussion than a one person
discussion
- frequent change of speaker keeps attention from
lagging
LIMITATIONS:
- experts may not be good speakers
- personalities may overshadow content
- subject may not be in logical order
PREPARATION:
- facilitator coordinates focus of panel, introduces and
summarizes
- briefs panel
9. Brainstorming
• STRENGTHS:
• - listening exercise that allows creative thinking for new ideas
• - encourages full participation because all ideas equally
recorded
• - draws on group's knowledge and experience
• - spirit of congeniality is created
• - one idea can spark off other ideas
• LIMITATIONS:
• - can be unfocused
• - needs to be limited to 5 - 7 minutes
• - people may have difficulty getting away from known reality
• - if not facilitated well, criticism and evaluation may occur
• PREPARATION:
• - facilitator selects issue
• - must have some ideas if group needs to be stimulated
10. Videotapes
•
•
•
•
•
•
•
•
•
•
•
•
STRENGTHS:
- entertaining way of teaching content and raising issues
- keep group's attention
- looks professional
- stimulates discussion
LIMITATIONS:
- can raise too many issues to have a focused discussion
- discussion may not have full participation
- only as effective as following discussion
PREPARATION:
- need to set up equipment
- effective only if facilitator prepares questions to discuss
after the show
11. Class Discussion
•
•
•
•
•
•
•
•
•
•
•
•
•
STRENGTHS:
- 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
LIMITATIONS:
- not practicabe with more that 20 people
- few people can dominate
- others may not participate
- is time consuming
- can get off the track
PREPARATION:
- requires careful planning by facilitator to guide discussion
- requires question outline
12. •
•
•
•
•
•
•
•
•
Small Group Discussion
STRENGTHS:
- allows participation of everyone
- people often more comfortable in small groups
- can reach group consensus
LIMITATIONS:
- needs careful thought as to purpose of group
- groups may get side tracked
PREPARATION:
- needs to prepare specific tasks or questions for
group to answer
13. Case Studies
• STRENGTHS:
• - Develops analytic and problem solving skills
• - Allows for exploration of solutions for complex
issues
• - Allows student to apply new knowledge and skills
• LIMITATIONS:
• - People may not see relevance to own situation
• - Insufficient information can lead to inappropriate
results
• PREPARATION:
• - Case must be clearly defined in some cases
• - Case study must be prepared
14. Role Playing
•
•
•
•
•
•
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•
•
•
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•
•
STRENGTHS:
- introduces problem situation dramatically
- provides opportunity for people to assume roles of others
and thus appreciate another point of view
- allows for exploration of solutions
- provides opportunity to practice skills
LIMITATIONS:
- people may be too self-conscious
- not appropriate for large groups
- people may feel threatened
PREPARATION:
- trainer has to define problem situation and roles clearly
- trainer must give very clear instructions
15. Report-Back Sessions
•
•
•
•
•
•
•
•
•
•
•
STRENGTHS:
- allows for large group discussion of role plays,
case studies, and small group exercise
- gives people a chance to reflect on experience
- each group takes responsibility for its operation
LIMITATIONS:
- can be repetitive if each small group says the
same thing
PREPARATION:
- trainer has to prepare questions for groups to
discuss
16. Worksheets/Surveys
• STRENGTHS:
• - Allows people to think for themselves
without being influences by others
• - Individual thoughts can then be shared
in large group
• LIMITATIONS:
• - Can be used only for short period of
time
• PREPARATION:
• - Facilitator has to prepare handouts
19. End of 1990-s by introducing simple web-based services as making course
materials (lecture slides) available, setting up some tests processed
automatically, However, lab reports, home works were still presented as paper
documents
In 2003, experimental work (labs) was moved fully to web.
Till 2010 computer aided and web based education is considered Integrated Learning
Environment.
ILE
requires the ability to apply experience and a definite
knowledge to address novel problems. Consequently, learning to
think critically, to analyze and synthesize information to solve
technical, social, economic, political, and scientific problems, and
to work productively in groups are crucial skills for successful and
fulfilling participation in our modern, competitive society.
20.
21. FORCE AND MOTION
LEARNIG OUT COMES
ACVTIVIES IN SCHOOL
ACTIVITIES IN HOME
ASSESMENT WITH THE HELP OF ACTIVIES
1. CONCEPT OF
FORCE
2. THROUGH THE
THINGS AROUND
US.
3. MOVING THINGS
AROUND US
4. OBSERVING THE
CHANGING OF
POSITION
5. DEFINING FORCE
22. A good teacher is one who is able to bond with his/her students, to understand
and to resonate with their feelings and emotions. A good teacher has a positive
mental attitude, is flexible and is open to change. A good teacher should also be a
role model to the students.
“The mediocre teacher
tells. The good teacher
explains. The superior
teacher demonstrates.
The great teacher
inspires.”
William Arthur Ward
Editor's Notes
In the social sciences and life sciences, a case study (or case report) is a descriptive, exploratory or explanatory analysis of a person, group or event. An explanatory case study is used to explore causation in order to find underlying principles.[1][2] Case studies may be prospective (in which criteria are established and cases fitting the criteria are included as they become available) or retrospective (in which criteria are established for selecting cases from historical records for inclusion in the study).
Role-playing refers to the changing of one's behaviour to assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role. While the Oxford English Dictionary offers a definition of role-playing as "the changing of one's behaviour to fulfill a social role", in the field of psychology, the term is used more loosely in four senses:
statement of such an account .For example, one kind of report is the formal statement in writing made to a court by a master, a clerk, or a referee who has been appointed to inquire into a particular matter for the court. Sometimes the report of a public official is distinguished from a return. A return typically discloses something done or observed by the official, whereas a report shows the results of an investigation into matters outside the personal knowledge of the official.
