Teaching methods
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The document discusses three teaching methods: the developmental method, supervised study, and the guided discovery method. The developmental method follows the preparation, presentation, comparison, and generalization steps. It has advantages like training problem solving but disadvantages like not developing lab skills. Supervised study emphasizes skill development and helps students learn how to study with teacher guidance. The guided discovery method helps students learn autonomously by directing them to discover solutions on their own through invention, discovery, and exploration steps, but it requires more time and teacher training than traditional methods.
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Guided discovery method
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
discovery method of teaching
Discovery learning is an inquiry-based learning approach introduced by Bruner that encourages active learning. Students build new knowledge by identifying principles themselves through exploration, invention, and problem solving with teacher guidance. There are two forms: free discovery where students explore freely, and guided discovery where teachers provide examples and information to help students make correct decisions and uncover concepts. Guided discovery involves exploration, invention where students find meaning with teacher help, and discovery where students state new concepts.
Methods and strategies of teaching by Jerrin Issac
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
Core teaching skills
This document discusses various core teaching skills for educators, including:
- Illustration skills using examples, inductive/deductive methods, and verbal/non-verbal media like models, maps, charts, etc.
- Introduction skills using previous knowledge, questions, stories, role-plays, and audiovisual aids to provide continuity and relevance.
- Explanation skills including why, how and what explanations with introductory statements, visual techniques, defining words, and testing understanding.
- Blackboard skills involving legibility, size, highlighting points, space utilization, and summaries while maintaining proper position and engagement.
- Probing question skills that prompt, seek information, refocus, and redirect to increase critical awareness
Heuristic Method of Teaching Mathematics
The document discusses the heuristic method of teaching mathematics, which involves students discovering concepts for themselves through guided inquiry rather than direct instruction, allowing them to develop skills like independent thinking, problem solving, and scientific reasoning. The role of the teacher is to facilitate exploration through strategic questioning and providing background information, while encouraging self-learning, discussion, and drawing conclusions from observations. While more suitable for older students, creating a heuristic atmosphere in all classrooms can promote active learning over passive reception of facts.
9 09-2020 continuous professional development
CPD refer to the process of training and developing professional knowledge and skills through independent, participation –based or interactive learning
Different approaches and methods
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
Teaching approaches
This document discusses different teaching approaches including constructivism, cooperative learning, inquiry-based learning, and contextualized learning. Constructivism holds that people build knowledge through experiences and interactions. Cooperative learning involves students working together to solve problems or tasks in small groups. Inquiry-based learning has students construct their own knowledge through experiences rather than being passive receivers of information from the teacher. Contextualized learning places learning in real-world contexts to make it more meaningful and engaging for students.
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Guided discovery method
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
discovery method of teaching
Discovery learning is an inquiry-based learning approach introduced by Bruner that encourages active learning. Students build new knowledge by identifying principles themselves through exploration, invention, and problem solving with teacher guidance. There are two forms: free discovery where students explore freely, and guided discovery where teachers provide examples and information to help students make correct decisions and uncover concepts. Guided discovery involves exploration, invention where students find meaning with teacher help, and discovery where students state new concepts.
Methods and strategies of teaching by Jerrin Issac
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
Core teaching skills
This document discusses various core teaching skills for educators, including:
- Illustration skills using examples, inductive/deductive methods, and verbal/non-verbal media like models, maps, charts, etc.
- Introduction skills using previous knowledge, questions, stories, role-plays, and audiovisual aids to provide continuity and relevance.
- Explanation skills including why, how and what explanations with introductory statements, visual techniques, defining words, and testing understanding.
- Blackboard skills involving legibility, size, highlighting points, space utilization, and summaries while maintaining proper position and engagement.
- Probing question skills that prompt, seek information, refocus, and redirect to increase critical awareness
Heuristic Method of Teaching Mathematics
The document discusses the heuristic method of teaching mathematics, which involves students discovering concepts for themselves through guided inquiry rather than direct instruction, allowing them to develop skills like independent thinking, problem solving, and scientific reasoning. The role of the teacher is to facilitate exploration through strategic questioning and providing background information, while encouraging self-learning, discussion, and drawing conclusions from observations. While more suitable for older students, creating a heuristic atmosphere in all classrooms can promote active learning over passive reception of facts.
9 09-2020 continuous professional development
CPD refer to the process of training and developing professional knowledge and skills through independent, participation –based or interactive learning
Different approaches and methods
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
Teaching approaches
This document discusses different teaching approaches including constructivism, cooperative learning, inquiry-based learning, and contextualized learning. Constructivism holds that people build knowledge through experiences and interactions. Cooperative learning involves students working together to solve problems or tasks in small groups. Inquiry-based learning has students construct their own knowledge through experiences rather than being passive receivers of information from the teacher. Contextualized learning places learning in real-world contexts to make it more meaningful and engaging for students.
Teaching methodologies
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
Lecture cum demonstration method
The document discusses the lecture-cum-demonstration method of teaching, which combines lecturing with demonstrations. It involves the teacher first explaining concepts through lecturing, then demonstrating experiments and procedures for students to see. This allows students to observe concrete examples and develop skills, while also receiving explanations. Some key advantages are that it provides hands-on learning, actively engages students, efficiently imparts both theoretical and practical knowledge, and saves time and resources compared to other methods. The document provides steps for implementing this method and emphasizes the importance of teacher preparation, presentation skills, and facilitating student participation.
Teaching methods of mathematics
Group work involves students collaborating on tasks inside or outside the classroom in pairs or small teams. It aims to develop intellectual understanding, communication skills, cooperation, and independent learning. The benefits of group work include increased productivity, skills development, self-awareness, and getting to know one's self better. For group work to be effective, the purpose must be clear to members and groups should be homogeneous to ensure equal effort.
Oral work is done without writing and includes memorizing tables and doing mental math. It can save time, reduce shyness, keep students alert, test knowledge, encourage competition, and allow the teacher to remain engaged with the class. Oral work builds a strong foundation for later written work
Methods of teaching
The document discusses various teaching methods including lectures, demonstrations, laboratory methods, and heuristic methods. It provides details on how each method should be implemented, their advantages and disadvantages. For example, it states that lectures allow for imparting information efficiently to large groups but don't promote active learning, while demonstrations and laboratory methods engage students directly but require more resources. The heuristic method places students in the role of discoverers to learn through exploration rather than just being told information.
Lecture cum demonstration Method
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Skill of demonstration
The document discusses the skill of demonstration and outlines its key objectives and components. The objectives are to clearly explain the demonstrated item, make students understand the explanation, and arouse and maintain student attention. There are eight components to the skill: clear objectives, using suitable apparatus, arranging the apparatus properly, handling the apparatus well, ensuring visibility, involving student participation, using the blackboard, and having strong explanatory skills.
Laboratory method
Laboratories are wonderful settings for teaching and learning. It utilizes raw data or material things to produce better understanding of the subject matter. It is a method of learning by doing. It provides students with opportunities to think about, discuss, and solve real problems.
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This document discusses learning resources and their importance in the teaching and learning process. It begins by defining learning resources as devices and procedures that help make teaching and learning more engaging, stimulating and effective. It then outlines some key principles for selecting and using learning resources, such as ensuring they are learner-centered, interesting and help achieve learning objectives. The document also notes some limitations and types of learning resources, including print resources like newspapers, journals and books, as well as visual, audio and ICT resources. Overall, the document emphasizes that learning resources can enhance and support teaching when used appropriately.
Lecture cum demonstration method
The document discusses the lecture-cum-demonstration method, which combines lecture and hands-on demonstration to teach subjects like experiments. It involves the teacher planning lessons, introducing topics, presenting subject matter, demonstrating experiments, and discussing both theoretical and practical knowledge to foster better understanding and longer retention compared to only lecture. While more engaging for students, it requires more preparation from teachers and may not be suitable for large classes. Proper classroom setup and experiment management is important for effective use of this method.
Aims and objectives of sciences
This document discusses the aims and objectives of teaching physical sciences. The aims include understanding the nature of sciences, helping learners fit into society, setting goals for general education, promoting personal development and health. Objectives are specific, measurable ways to achieve the aims systematically. Objectives are achievable within a short time while aims may not be achieved and are indefinite. Objectives determine the media, materials and instruction needed to facilitate learning. Good objectives are specific, based on psychology principles, promote democratic education and desired changes that are useful and relevant to students.
Teaching style ppt
This document discusses teaching styles and student-centered teaching techniques. It identifies three main teaching styles: discipline-centered, teacher-centered, and student-centered. Student-centered style focuses on the students, their interests and abilities, and encourages active learning. Some techniques mentioned are questioning, collaborative learning, case studies, discussions, and projects. The document argues that while all styles can stimulate learning, student-centered approaches tend to lead to better outcomes like retention and problem-solving skills. It also provides quotes on teaching and learning.
Activity Based Learning
Activity based learning involves using activities as the base for the educational process to actively engage students in learning. Some key points:
- It began gaining popularity during World War 2 with pioneers like David Horsburgh incorporating activities like music, carpentry and gardening into the curriculum.
- There are different types of activities used in ABL like role playing, debates, experiments, field trips and discovery learning to explore concepts hands-on.
- ABL is beneficial for students as it allows them to learn better through direct experience in their environment and when they participate and learn on their own.
Low cost teaching aids (ppt)
Low cost teaching aids are materials developed from locally available and inexpensive resources to facilitate learning in the classroom. Such aids include using discarded glass, dates after eating to practice counting, and paper for making shapes. They are important as supplementary tools for subjects like mathematics. Examples provided are numbering cut out carton pieces 0-9 for counting practice and using origami folds to illustrate geometry concepts. Paper cutting and folding allow hands-on exploration of shapes and transformations while being inexpensive materials. Teachers should incorporate these low-cost aids to address shortages and make mathematics lessons more engaging.
Inducto- deductive approach
Adviocated by Pestalozzi and Francis Bacon. This is ideal for teaching concepts with rules. - Ideal for teaching of Grammar, Science and Mathematics. The presentation deals with the rules of the technique. Presents a demo in English Language and provides additional examples. It compares both the techniques and presents the points in a tabular form.
Dr. Kudva is a PhD in Education and is currently working as a principal of a rfeputed ICSE School. She has several publications to her credit and has recently published a book entitled From Chalk to Talk The Art of Teaching. She has worked at the school level and also as a teacher educator.
Methods of teaching mathematics
The document discusses several teaching methods:
1. The inductive method proceeds from specific examples to generalizations. It involves presenting examples, making observations, and deriving general rules or formulas.
2. The deductive method proceeds from general rules to specific cases. The rule or formula is given first and then applied to solve problems.
3. The analytic method breaks down problems into known and unknown parts to derive solutions. It proceeds from unknown to known.
4. The synthetic method combines known elements to derive unknown parts. It proceeds from known to unknown.
5. The heuristic method emphasizes experimentation and discovery learning with the teacher as a facilitator rather than instructor. Students take an active role
stages of teaching
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Heuristic methods
The heuristic method is a teaching method that involves allowing students to discover things for themselves through exploration and problem solving rather than direct instruction. It places students in the role of discoverers. Key principles include freedom for students, an environment that is responsive to their needs, and guidance from teachers as needed. The method aims to develop skills like critical thinking, logical reasoning, and scientific inquiry in students. Teachers play an important guiding role by selecting suitable problems, asking questions, and helping students arrive at conclusions while allowing freedom. While time consuming, the heuristic method can develop self-learning, scientific temperament, and retention of knowledge in students.
TEACHING TOOLS
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
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The document discusses the qualities of a good mathematics textbook. It states that a good textbook should stimulate reflective thinking, present real learning situations, and not promote rote learning. It then lists several key qualities under physical features, author, content, organization, language, exercises, and general qualities. A good textbook needs qualified authors, age-appropriate language, accurate illustrations, well-graded exercises, and up-to-date content organized logically from simple to complex. While textbooks are important, good teachers are also needed to guide students' understanding of mathematics.
Ideal Teacher
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
Methods of teaching
The document summarizes different teaching methods, including the whole-part-whole method, progression/gradual build-up method, and demonstration method.
The whole-part-whole method involves performing the whole skill, then breaking it into parts to focus on individually, before putting the whole skill back together. This allows difficult parts to be practiced in isolation to master each component.
The progression/gradual build-up method involves learning a skill progressively, mastering each part before introducing a new one.
The demonstration method is a visual approach where the teacher actively models the skill for students, rather than just explaining it, in order to stimulate interest and provide an example for students to emulate.
Automaticity.psychologies
This document summarizes key ideas from the fields of cognitive science and philosophy regarding human cognition and whether humans can be considered "automata." It discusses 17th century thinkers like Descartes who compared human bodies to machines. It then covers 19th century debates on whether humans are conscious automata. More recent sections discuss cognitive systems, augmenting human intellect with technology, and dual process theories of automatic vs. effortful thinking. The document analyzes many thinkers' views on the relationship between habit, plasticity, intelligence and automation in human cognition.
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Teaching methodologies
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
Lecture cum demonstration method
The document discusses the lecture-cum-demonstration method of teaching, which combines lecturing with demonstrations. It involves the teacher first explaining concepts through lecturing, then demonstrating experiments and procedures for students to see. This allows students to observe concrete examples and develop skills, while also receiving explanations. Some key advantages are that it provides hands-on learning, actively engages students, efficiently imparts both theoretical and practical knowledge, and saves time and resources compared to other methods. The document provides steps for implementing this method and emphasizes the importance of teacher preparation, presentation skills, and facilitating student participation.
Teaching methods of mathematics
Group work involves students collaborating on tasks inside or outside the classroom in pairs or small teams. It aims to develop intellectual understanding, communication skills, cooperation, and independent learning. The benefits of group work include increased productivity, skills development, self-awareness, and getting to know one's self better. For group work to be effective, the purpose must be clear to members and groups should be homogeneous to ensure equal effort.
Oral work is done without writing and includes memorizing tables and doing mental math. It can save time, reduce shyness, keep students alert, test knowledge, encourage competition, and allow the teacher to remain engaged with the class. Oral work builds a strong foundation for later written work
Methods of teaching
The document discusses various teaching methods including lectures, demonstrations, laboratory methods, and heuristic methods. It provides details on how each method should be implemented, their advantages and disadvantages. For example, it states that lectures allow for imparting information efficiently to large groups but don't promote active learning, while demonstrations and laboratory methods engage students directly but require more resources. The heuristic method places students in the role of discoverers to learn through exploration rather than just being told information.
Lecture cum demonstration Method
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Skill of demonstration
The document discusses the skill of demonstration and outlines its key objectives and components. The objectives are to clearly explain the demonstrated item, make students understand the explanation, and arouse and maintain student attention. There are eight components to the skill: clear objectives, using suitable apparatus, arranging the apparatus properly, handling the apparatus well, ensuring visibility, involving student participation, using the blackboard, and having strong explanatory skills.
Laboratory method
Laboratories are wonderful settings for teaching and learning. It utilizes raw data or material things to produce better understanding of the subject matter. It is a method of learning by doing. It provides students with opportunities to think about, discuss, and solve real problems.
Learning & teaching resources for science
This document discusses learning resources and their importance in the teaching and learning process. It begins by defining learning resources as devices and procedures that help make teaching and learning more engaging, stimulating and effective. It then outlines some key principles for selecting and using learning resources, such as ensuring they are learner-centered, interesting and help achieve learning objectives. The document also notes some limitations and types of learning resources, including print resources like newspapers, journals and books, as well as visual, audio and ICT resources. Overall, the document emphasizes that learning resources can enhance and support teaching when used appropriately.
Lecture cum demonstration method
The document discusses the lecture-cum-demonstration method, which combines lecture and hands-on demonstration to teach subjects like experiments. It involves the teacher planning lessons, introducing topics, presenting subject matter, demonstrating experiments, and discussing both theoretical and practical knowledge to foster better understanding and longer retention compared to only lecture. While more engaging for students, it requires more preparation from teachers and may not be suitable for large classes. Proper classroom setup and experiment management is important for effective use of this method.
Aims and objectives of sciences
This document discusses the aims and objectives of teaching physical sciences. The aims include understanding the nature of sciences, helping learners fit into society, setting goals for general education, promoting personal development and health. Objectives are specific, measurable ways to achieve the aims systematically. Objectives are achievable within a short time while aims may not be achieved and are indefinite. Objectives determine the media, materials and instruction needed to facilitate learning. Good objectives are specific, based on psychology principles, promote democratic education and desired changes that are useful and relevant to students.
Teaching style ppt
This document discusses teaching styles and student-centered teaching techniques. It identifies three main teaching styles: discipline-centered, teacher-centered, and student-centered. Student-centered style focuses on the students, their interests and abilities, and encourages active learning. Some techniques mentioned are questioning, collaborative learning, case studies, discussions, and projects. The document argues that while all styles can stimulate learning, student-centered approaches tend to lead to better outcomes like retention and problem-solving skills. It also provides quotes on teaching and learning.
Activity Based Learning
Activity based learning involves using activities as the base for the educational process to actively engage students in learning. Some key points:
- It began gaining popularity during World War 2 with pioneers like David Horsburgh incorporating activities like music, carpentry and gardening into the curriculum.
- There are different types of activities used in ABL like role playing, debates, experiments, field trips and discovery learning to explore concepts hands-on.
- ABL is beneficial for students as it allows them to learn better through direct experience in their environment and when they participate and learn on their own.
Low cost teaching aids (ppt)
Low cost teaching aids are materials developed from locally available and inexpensive resources to facilitate learning in the classroom. Such aids include using discarded glass, dates after eating to practice counting, and paper for making shapes. They are important as supplementary tools for subjects like mathematics. Examples provided are numbering cut out carton pieces 0-9 for counting practice and using origami folds to illustrate geometry concepts. Paper cutting and folding allow hands-on exploration of shapes and transformations while being inexpensive materials. Teachers should incorporate these low-cost aids to address shortages and make mathematics lessons more engaging.
Inducto- deductive approach
Adviocated by Pestalozzi and Francis Bacon. This is ideal for teaching concepts with rules. - Ideal for teaching of Grammar, Science and Mathematics. The presentation deals with the rules of the technique. Presents a demo in English Language and provides additional examples. It compares both the techniques and presents the points in a tabular form.
Dr. Kudva is a PhD in Education and is currently working as a principal of a rfeputed ICSE School. She has several publications to her credit and has recently published a book entitled From Chalk to Talk The Art of Teaching. She has worked at the school level and also as a teacher educator.
Methods of teaching mathematics
The document discusses several teaching methods:
1. The inductive method proceeds from specific examples to generalizations. It involves presenting examples, making observations, and deriving general rules or formulas.
2. The deductive method proceeds from general rules to specific cases. The rule or formula is given first and then applied to solve problems.
3. The analytic method breaks down problems into known and unknown parts to derive solutions. It proceeds from unknown to known.
4. The synthetic method combines known elements to derive unknown parts. It proceeds from known to unknown.
5. The heuristic method emphasizes experimentation and discovery learning with the teacher as a facilitator rather than instructor. Students take an active role
stages of teaching
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Heuristic methods
The heuristic method is a teaching method that involves allowing students to discover things for themselves through exploration and problem solving rather than direct instruction. It places students in the role of discoverers. Key principles include freedom for students, an environment that is responsive to their needs, and guidance from teachers as needed. The method aims to develop skills like critical thinking, logical reasoning, and scientific inquiry in students. Teachers play an important guiding role by selecting suitable problems, asking questions, and helping students arrive at conclusions while allowing freedom. While time consuming, the heuristic method can develop self-learning, scientific temperament, and retention of knowledge in students.
TEACHING TOOLS
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
Qualities of a Good Mathematics Text Book
The document discusses the qualities of a good mathematics textbook. It states that a good textbook should stimulate reflective thinking, present real learning situations, and not promote rote learning. It then lists several key qualities under physical features, author, content, organization, language, exercises, and general qualities. A good textbook needs qualified authors, age-appropriate language, accurate illustrations, well-graded exercises, and up-to-date content organized logically from simple to complex. While textbooks are important, good teachers are also needed to guide students' understanding of mathematics.
Ideal Teacher
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
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The progression/gradual build-up method involves learning a skill progressively, mastering each part before introducing a new one.
The demonstration method is a visual approach where the teacher actively models the skill for students, rather than just explaining it, in order to stimulate interest and provide an example for students to emulate.
Automaticity.psychologies
This document summarizes key ideas from the fields of cognitive science and philosophy regarding human cognition and whether humans can be considered "automata." It discusses 17th century thinkers like Descartes who compared human bodies to machines. It then covers 19th century debates on whether humans are conscious automata. More recent sections discuss cognitive systems, augmenting human intellect with technology, and dual process theories of automatic vs. effortful thinking. The document analyzes many thinkers' views on the relationship between habit, plasticity, intelligence and automation in human cognition.
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The lecture method is a teacher-centered approach where the teacher provides information to passive students. It is commonly used for large classes in colleges and schools to quickly cover material. While it is economical and allows the teacher to motivate students, the lecture method does not encourage student participation or account for individual learner needs and differences. It is most suitable for upper-level classes where the goal is efficient syllabus coverage to prepare for college lecture-style learning.
Intro to Science teacher guide
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
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The heuristic method is a discovery-based approach to teaching science where students solve problems independently without direct guidance from teachers. Key aspects of this method include students designing and conducting their own experiments to discover answers, and teachers accepting all student suggestions to problems regardless of perceived relevance. The benefits of this method are that it develops habits of inquiry, self-learning, scientific thinking, diligence, and close teacher-student relationships. However, it also has drawbacks like being time-consuming, requiring small class sizes and highly skilled teachers, and risking an over-emphasis on practical work.
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Heuristic basically means any method or process that helps in problem-solving, self learning, and discovery.
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Inquiry-based learning starts with students asking questions about a topic, which drives their investigation into new material. It is motivated by student curiosity and allows them to learn at their own level. While it requires student participation, the teacher guides the inquiry process and connects learning to curriculum outcomes. Assessments focus on essential understandings rather than surface-level content. Examples of inquiry-based learning commonly come from science classes, where students develop questions and hypotheses to answer through hands-on activities and research.
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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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The document discusses inquiry-based learning, which involves students exploring topics through questioning and hands-on activities to make real-world connections. It emphasizes arousing student curiosity over simply delivering facts. Teachers need training to successfully implement inquiry-based lessons. Tips for teachers include avoiding answering all student questions, keeping introductions brief, being adaptable, allowing one's own curiosity, and reflecting on the learning process. While some programs claim to use inquiry-based learning, their rigid structures may limit real student-led inquiry.
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The document discusses various teaching methods including demonstration method, problem solving method, laboratory method, and heuristic method.
The demonstration method involves the teacher demonstrating a process step-by-step while students observe. It follows three steps - introduction, development, and integration/evaluation. The laboratory method provides hands-on experiences for students using equipment and experiments. It aims to develop practical skills. The heuristic method poses a problem for students to solve experimentally without teacher guidance, allowing students to discover answers independently like research scholars.
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Disadvantaged students must receive targeted support to help close learning gaps and achieve success. Teachers should know their students well in order to plan personalized interventions based on data. Effective practices include using cooperative learning, targeted questioning, checking for understanding, and specific feedback to challenge and support disadvantaged pupils.
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The document discusses various aspects of teaching including:
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The document discusses different teaching methods for Jamaican teachers, including teacher-centered and student-centered approaches. It outlines several specific methods: the authority/lecture style, the demonstrator/coach style, the facilitator/activity style, the delegator/group style, and the hybrid/blended style. Each method is described in terms of its pros and cons. The document emphasizes that teachers should consider their own style and personality as well as their students' needs and the subject matter when choosing a teaching method, and should be prepared to adapt their style for online learning.
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The document provides guidance on developing student independence and motivation. It emphasizes cultivating intrinsic motivation by fostering student curiosity, passion for learning, and sense of progress. Teachers are advised to plan activities that give students choice and control over their learning. Developing independence requires direct instruction on how to learn as well as opportunities for self-reflection and peer assessment. While confidence is important, students should not feel their ability is fixed or that success is guaranteed without effort.
Teaching methods
This document discusses inquiry-based learning methods for teaching, including the inductive method, deductive method, scientific method, and problem-solving approach. It provides details on each method and explains that inquiry-based learning emphasizes the student's role in exploring material, asking questions, and sharing ideas rather than just being told information. The document outlines several benefits of inquiry-based learning such as enhancing learning experiences, teaching valuable skills, fostering curiosity, and increasing student engagement. Some limitations are that it can be challenging for students and teachers to implement and assess.
Teaching methods
This document discusses inquiry-based learning methods for teaching, including the inductive method, deductive method, scientific method, and problem-solving approach. It provides details on each method and explains that inquiry-based learning emphasizes the student's role in exploring material, asking questions, and sharing ideas rather than just being told information. The document outlines several benefits of inquiry-based learning such as enhancing learning experiences, teaching valuable skills, fostering curiosity, and increasing engagement. It also notes some limitations, such as it being challenging for low-achieving students and teachers needing to carefully facilitate the process.
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The document discusses different principles of teaching approaches. It describes direct/expository approaches as being teacher-directed with a focus on skills and procedures. Indirect/guided approaches are more student-centered and aimed at developing concepts. Specific methods covered include deductive (starting abstract, ending concrete), inductive (reverse of deductive), demonstration, and direct instruction. The document provides examples and compares advantages and disadvantages of different approaches.
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Principles are important for the governing of actions and the operation of techniques in any field of education. ... For the individual, a principle, when it is understood and accepted, serves in important ways to guide his reflective thinking and his choice of activities or actions
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Teaching methods
- 1. Bavijesh Thaliyil M.Ed, Dept. Of Education, University of Kerala Teaching Methods
- 2. The Developmental Method It is a modification of problem solving method Based on the Herbartian school of thought preparation presentation, comparison, Generalisation application.
- 3. The Developmental Method - Advantages It gives training in the solution of problems. There is constant interaction between the teacher and pupils. The method is in accordance with the psychological principles of teaching. The method arouses interest, stimulates thinking and cultivate scientific attitude in pupils.
- 4. The Developmental Method - Disadvantages Pupils are not given opportunities for developing laboratory skills. It involves much more work on the part of teacher. The method is not child centered method.
- 5. Supervised Study More emphasis on development of skills, learning process It gives a clear cut idea on what to study and how to study It helps to bring the pupils into intimate contact with the teacher and learning process .
- 6. Tasks of Supervised Study Give assignments for proper practice of reading Solutions of mathematics and science problems, interpretation of graphs,pictures etc Observation of museum meterials and field trips Self use of laborotary for problem solving
- 7. Supervised study - Advantages Its enables the teacher to give individuals attention. The pupils get through training in study habits It gives the child training in the effective use of library and gives the opportunity to judge the soundness of statments given in the text books. It makes the child responsible and self reliant.
- 8. Supervised study - Disadvantages It requires good library and laboratory and good reading rooms. The method requires additional teachers.
- 9. Guided Discovery Method It helps students to learn how to learn. In this method pupils are carefully directed down a particular path along which they are called upon to discover regularities and solutions on their own.
- 10. Guided Discovery Method steps Invention DiscoveryExploration
- 11. Guided Discovery Method- Advantages It helps the students to become more autonomous, self directed and self responsible for their own learning. It enhances the development of intellectual capacities and problem solving. It enhances motivation,interest, and satisfaction and is more meaningful and result in better retention. It minizes verbal learning and give more time to the student to assimilate and accumulate information.
- 12. Guided Discovery Method- Disadvantages Science teachers are not properly trained to guide students through discovery learning. It takes more time than receptive learning. Diffculties are encountered by students especially slow leaners. Many of the expected benefits of discovery learning do not show up in regular achievement test.