The document discusses various teaching models, approaches, strategies and methods. It defines approaches as assumptions about language learning and teaching, and methods as plans for presenting language. Strategies are plans to ensure lessons are learned, and techniques are classroom activities. The models are grouped into behavioral, information processing, social, and personal families. Behavioral models use conditioning and stimuli, while information processing models emphasize acquiring and organizing data. Specific models discussed include mastery learning, simulations, advance organizers, and inquiry training.
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - H. C Morrison Steps - Understanding Level of Teaching Advantages and Disadvantages - Conclusion
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - H. C Morrison Steps - Understanding Level of Teaching Advantages and Disadvantages - Conclusion
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
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Anchored instruction is an educational concept that was introduced by John Bransford and his colleagues in the 1980s. It is an instructional approach that uses realistic and complex problems or "anchor situations" to engage learners in meaningful and authentic learning experiences. The anchor situation serves as a central theme or context around which various learning activities and materials are organized.The idea behind anchored instruction is to immerse learners in a context that reflects real-world problems, making the learning experience more relevant and engaging. The anchor situation typically involves a narrative or scenario that presents a problem or challenge that requires the application of knowledge and skills.
Key features of anchored instruction include:
1. Authenticity: The anchor situation is designed to mirror real-world problems or situations, making the learning experience more meaningful for learners.
2. Integration of Knowledge and Skills: Anchored instruction often requires the integration of various disciplines and skills to solve the problems presented in the anchor situation. This interdisciplinary approach helps learners see the connections between different subjects.
3. Problem-Based Learning (PBL): The anchor situation typically presents a problem or challenge that learner need to solve. This aligns with the principles of problem-based learning, where students actively engage in solving real-world problems.
4. Constructivist Approach: Anchored instruction aligns with constructivist theories of learning, emphasizing the importance of learners actively constructing their own understanding through authentic experiences.
5. Collaborative Learning: Many anchored instruction activities encourage collaboration among learners. Working together on problem-solving tasks promotes social interaction and the sharing of diverse perspectives.
Anchored instruction is often used in technology-rich environments, where multimedia resources, such as videos, simulations, and interactive software, can be integrated to enhance the learning experience. The approach is particularly popular in science and mathematics education, but it can be adapted for various subjects and educational levels.
Elevate education with critical thinking—fostering deep understanding, problem-solving skills, and lifelong learning. Empower students for success in academics and beyond.
Qualities of a Teacher Psychological, Physical, Communication, Class Control Characteristics of Teaching Objectives of Teaching Planning And Preparing For Teaching Effective Lectures, Tutorials Classroom Management Managing Disruption in the Class From The Perspective of Students Four Modern Concepts of Teaching Learner's Characteristics Factors Affecting Teaching Analytic/Synthetic Approach, Dynamism, Enthusias, Inferential, Problem Solving Technique Team-Teaching, Micro-Teaching, Question-Answer Technique, in Teaching Cognitive, Conative, Affective , Psychomotor Learning Bloom's Taxonomy of Learning Domains Cognitive Domain Gagne’s Hierarchy of Learning Types Teaching Aids Evaluation Systems Important Elements of Evaluation Types of Evaluation Continuous and Comprehensive Evaluation
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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.
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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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2. At the end of the lessons, the
students should be able to explain
1.Various teaching models,
approaches, strategies and
methods of teaching
2.The implications of teaching
models on teaching and learning
objectives
3. Definitions …
Approaches
oA set of assumptions dealing with
the nature of language, learning,
and teaching
oThe explanation of why we teach
that way
Methods
oAn overall plan for
systematic presentation of
language based upon a
selected approach
oThe way we teach
4. Definitions …
Strategy
oa plan or a program that is extensively
used to ensure that a certain message
or lesson is passed from the teacher to
the student
oa skill in planning and managing
methods and teaching techniques to
achieve learning outcomes
Techniques
oSpecific activities manifested in the
classroom that were consistent with
a method and harmony with
6. Teaching Models
1.The Behavioural Systems
Family
2.The Information – Processing
Family
3.Social Family
4.The Personal Family
Tested steps and procedures to
effectively generate desired outcomes.
Can be classified into 4 categories
7. 1. The Behavioural Systems Family
Drawn from the body of
knowledge known as Behaviour
Theory
Behavioural models of
instruction and learning have
their origins in classical and
operant conditioning
environments that stimulate
individuals to act in certain
ways
8. 1.The Behavioural Systems Family
Educator’s task is to identify
the kinds of environmental
variables that affect learner
behaviour and apply the
findings to enhance learning
Among the models in this
category are Mastery Learning,
Learning from Simulations,
Direct Learning and Social
9. 1. The Behavioural Systems Family
Mastery Learning
based on the concept that all students
can learn when provided with
conditions appropriate to their
situation
students are to master certain skills –
80% before moving on to new
materials
the student must reach a
predetermined level of mastery on one
unit before they are allowed to
10. 1. The Behavioural Systems Family
Mastery Learning
organizes materials to be learned in
relatively small, sequenced
instructional modules that are
presented to the students with
assessments of learning embedded
Learning tasks are regulated
according to the progress of the
learners and which teach students
to pace themselves for optimal
performance
11. 1. The Behavioural Systems Family
Learning from Simulations
Allows students to face realistic
conditions
Learning by doing
Done through simulations and
discussions
Nurtures and instructs a variety of
educational outcomes – concepts
and skills; cooperation and
competition; critical thinking and
decision-making.
12. 2. The Information-Processing Family
Emphasize ways of enhancing
the learner’s innate drive to make
sense of the world by:
1. Acquiring and organizing data
2. Sensing problems and
generating solutions to them
3. Developing concepts and
language for conveying them
13. 2. The Information-Processing Family
based on the idea that
humans process the
information they receive,
rather than merely responding
to stimuli.
equates the mind to a
computer, which is responsible
for analyzing information from
the environment.
14. 2. The Information-Processing Family
Some models provide the learner
with information and concepts
Some emphasize concept
formation and hypothesis testing
Others generate creative thinking
A few are designed to enhance
general intellectual ability
Many are useful for studying the
self and society – suitable for
achieving the personal and social
goals of education
15. 2. The Information-Processing Family
Among the models which are in
this category:
Advance Organizer
Inquiry Training
Concept Attainment/Concept
Learning/ Concept Formation/
Category Learning
16. 2. The Information-Processing Family
Advance Organizer
an instructional unit that is used
before direct instruction, or
before a new topic; this is
sometimes called a hook, set
induction, or anticipatory set
popularized by David Ausubel in
1968
introduced in advance of direct
instruction
17. 2. The Information-Processing Family
Advance Organizer
presented at a higher level of
abstraction than the information
presented later
designed to bridge the gap between
what the learner already knows and
what she needs to know
use of advance organizers has
shown, through several research
studies, to improve levels of
understanding and recall
18. 2. The Information-Processing Family
Inquiry Training
Is built around sets of
puzzling problems which
students attempt to solve by
collecting and verifying data,
developing concepts, and
building and testing
hypotheses
19. 2. The Information-Processing Family
Inquiry Training
Stemmed from the observations
“When children are young the
world to them is full of questions
to ask. Somewhere along the
way, they get the idea that
becoming an adult means
leaving the world of questioning
to enter the world of knowing
the answers. ”
20. 2. The Information-Processing Family
Inquiry Training
describes approaches to learning
that are based on the
investigation of questions,
scenarios or problems - often
assisted by a facilitator
Inquirers will identify and
research issues and questions to
develop their knowledge or
solutions
21. 2. The Information-Processing Family
Concept Attainment
Provides teachers with a
conceptual alternative to
induction, enabling them to
control data sets and help
students develop precise
knowledge of concepts
is largely based on the works of
the cognitive psychologist
Jerome Bruner
22. 2. The Information-Processing Family
Concept Attainment
is a strategy which requires a learner
to compare and contrast groups or
categories that contain concept-
relevant features with groups or
categories that do not contain
concept-relevant features.
a learning task in which a human or
machine learner is trained to classify
objects by being shown a set of
example objects along with their
class labels.