This presentation is a brief intro of Teaching methods ,applicable to most of the school subjects. It is helpful to students, teachers, teacher educators. etc
The document discusses learning strategies and their importance for language learning. It defines learning strategies as specific actions taken by learners to make learning easier, faster and more effective. Some key learning strategy types include cognitive, metacognitive, memory and social strategies. Successful language learners actively involve themselves in the learning process, develop awareness of language as a system and means of communication, and accept the emotional challenges of learning. While some strategies are more stable, others can be changed based on the learning task. Studies show strategies can improve language skills if used appropriately for the person, task and context.
The document discusses various drill techniques used in language teaching including choral drill, substitution drill, question and answer drill, transformation drill, and chain drill. It provides examples of how each type of drill can be used in the classroom with a teacher and students. The document also discusses the advantages and disadvantages of using drills, such as providing intensive practice but risking boredom if not properly prepared. It outlines the typical procedure for a drill activity and provides additional resources on drill techniques.
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
This document provides an overview of constructivism in science education. It discusses several foundational theorists in constructivism including Piaget, Vygotsky, Bruner, Dewey, and the 5E model. Key points covered include Piaget's stages of cognitive development, Vygotsky's zone of proximal development and scaffolding, Bruner's modes of representation, and Dewey's emphasis on hands-on, progressive education. The document also contrasts traditional vs. constructivist classrooms and outlines the five principles of a constructivist pedagogy.
The document discusses lesson planning and provides details about various approaches to lesson planning. It begins by defining what a lesson plan is and its key components. It then discusses the importance of lesson planning, noting that planning allows teachers to be better organized, think through learning objectives, and increase the likelihood that learning will occur. The document also covers different approaches to lesson planning, including the Herbartian approach of introducing, presenting, comparing, generalizing, applying, and recapping material. Bloom's taxonomy is also referenced as an approach. Principles of effective lesson planning and advantages of planning are described.
The document describes three models of teacher education:
1) The Craft Model involves learning from a master teacher through observation, instruction and practice.
2) The Applied Science Model views teaching as a science where teachers learn research-based theories from experts and apply them in practice.
3) The Reflective Model assumes teachers develop skills through reflecting on their own experiences and using that reflection to improve future teaching.
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
The document discusses learning strategies and their importance for language learning. It defines learning strategies as specific actions taken by learners to make learning easier, faster and more effective. Some key learning strategy types include cognitive, metacognitive, memory and social strategies. Successful language learners actively involve themselves in the learning process, develop awareness of language as a system and means of communication, and accept the emotional challenges of learning. While some strategies are more stable, others can be changed based on the learning task. Studies show strategies can improve language skills if used appropriately for the person, task and context.
The document discusses various drill techniques used in language teaching including choral drill, substitution drill, question and answer drill, transformation drill, and chain drill. It provides examples of how each type of drill can be used in the classroom with a teacher and students. The document also discusses the advantages and disadvantages of using drills, such as providing intensive practice but risking boredom if not properly prepared. It outlines the typical procedure for a drill activity and provides additional resources on drill techniques.
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
This document provides an overview of constructivism in science education. It discusses several foundational theorists in constructivism including Piaget, Vygotsky, Bruner, Dewey, and the 5E model. Key points covered include Piaget's stages of cognitive development, Vygotsky's zone of proximal development and scaffolding, Bruner's modes of representation, and Dewey's emphasis on hands-on, progressive education. The document also contrasts traditional vs. constructivist classrooms and outlines the five principles of a constructivist pedagogy.
The document discusses lesson planning and provides details about various approaches to lesson planning. It begins by defining what a lesson plan is and its key components. It then discusses the importance of lesson planning, noting that planning allows teachers to be better organized, think through learning objectives, and increase the likelihood that learning will occur. The document also covers different approaches to lesson planning, including the Herbartian approach of introducing, presenting, comparing, generalizing, applying, and recapping material. Bloom's taxonomy is also referenced as an approach. Principles of effective lesson planning and advantages of planning are described.
The document describes three models of teacher education:
1) The Craft Model involves learning from a master teacher through observation, instruction and practice.
2) The Applied Science Model views teaching as a science where teachers learn research-based theories from experts and apply them in practice.
3) The Reflective Model assumes teachers develop skills through reflecting on their own experiences and using that reflection to improve future teaching.
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
This document discusses the difference between goals and objectives in language education. Goals are general statements about desirable program aims based on learner needs, while objectives are more specific statements of the knowledge, behaviors, and skills students will acquire. Objectives have a hierarchical relationship to goals and describe how the goals will be achieved. The document provides examples of properly formulated goals and objectives, noting that objectives should specify a performance, conditions, and criteria. The process of setting goals and objectives involves gathering learner needs information, defining goals, and breaking goals down into measurable objectives.
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
The direct method was a reaction to the grammar-translation method and focused on using only the target language in instruction. It emphasized spoken language and taught vocabulary through demonstration and pictures before introducing grammar inductively. Some key figures who adopted this approach were Gottlieb Heness, Lambert Sauveur, and Maximilian Berlitz, who founded language schools using these principles. The direct method's strengths included following a natural learning process and emphasizing communication skills, while weaknesses included a lack of structural practice and risk of incorrect rule induction.
This document discusses inquiry-based learning, which involves students investigating topics, observing phenomena, analyzing and interpreting data, proposing explanations, predicting outcomes, and concluding while communicating their findings. It notes that inquiry-based learning is more authentic and constructivist compared to traditional learning, as it enhances critical thinking and problem solving while being student-centered, hands-on, and more engaging for students. Some challenges of inquiry-based learning mentioned include potential shortages of materials, limited time, classroom management difficulties, and teachers lacking sufficient scientific knowledge.
Reflective teaching as innovative approach pptAnnie Kavitha
Reflective teaching is a process where teachers think critically about their teaching practices by analyzing lessons and looking for ways to improve student learning outcomes. It involves self-evaluation techniques like peer observation, journaling, and recording lessons to better understand classroom interactions. Reflective teaching supports teachers' professional development and helps them meet rising educational standards by ensuring they are aware of each student's learning and tailoring instruction appropriately.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
The natural approach is a language teaching method based on how people acquire first and second languages naturally. It focuses on developing basic communication skills through meaningful interactions in the target language. Benefits include students interacting at their own level without being forced to respond immediately. However, critics argue it ignores essential course design factors and simply borrows techniques from other methods without unique methods of its own.
The document discusses various curriculum designs that incorporate content into language teaching, including language across the curriculum, immersion education, programs for immigrants and LEP students, and language for specific purposes. It then examines contemporary models of content-based instruction at university, secondary, and private language institute levels. These models include theme-based instruction, sheltered content instruction, adjunct language instruction, and team teaching approaches.
The origins of language curriculum developmentPe Tii
The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
Various approaches (Structural, Situational, Functional, Communicative)Vaishali Jasoliya
This document summarizes four approaches to teaching English: structural, situational, communicative, and functional. It defines each approach and outlines their key principles. The structural approach focuses on teaching grammar rules and habits through drills. The situational approach teaches language in real-world contexts using objects and actions. The communicative approach avoids explicit grammar instruction and focuses on interaction and communication. The functional approach views language as a tool for expression and meets learners' specific communication needs.
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
This document outlines a lesson plan created by Anamika Ramawat. It begins with an introduction that defines a lesson plan as a teacher's blueprint for an individual lesson. It then discusses the importance of having clear objectives, outcomes, teaching methods, and ways to check for student understanding. The document further defines a lesson plan as a plan of action that incorporates the teacher's philosophy, knowledge of students and subject matter, and ability to utilize effective teaching methods. It notes that lesson plans help teachers decide what, why, when and how to teach, and that they are needed to ensure definite objectives and outcomes, effective teaching, and review of up-to-date subject knowledge.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
The ever increasing explosion of highly attractive multimedia resources (electronic gadgets) on offer has boosted the use of information and communication technology (ICT) almost all fields of life, including in education.
The document discusses strategies for including special education students in regular education classrooms as required by IDEA. It outlines 9 ways to adapt instruction including: difficulty of instruction, time, size, level of support, alternate expectations, input, output, participation, and substituting curriculum. The strategies provide examples of adaptations teachers can make to lessons, materials, expectations and instructional delivery to meet students' individual needs as specified in their IEPs.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1960s that begins instruction through physical actions in response to verbal commands. It is designed to lower the affective filter by making lessons stress-free and engaging the right brain hemisphere through kinesthetic activities. TPR focuses on having students understand language through commands before producing speech themselves, aiming to mimic how a first language is acquired.
Factors that influence curriculum change and innovation.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
This document discusses the difference between goals and objectives in language education. Goals are general statements about desirable program aims based on learner needs, while objectives are more specific statements of the knowledge, behaviors, and skills students will acquire. Objectives have a hierarchical relationship to goals and describe how the goals will be achieved. The document provides examples of properly formulated goals and objectives, noting that objectives should specify a performance, conditions, and criteria. The process of setting goals and objectives involves gathering learner needs information, defining goals, and breaking goals down into measurable objectives.
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
The direct method was a reaction to the grammar-translation method and focused on using only the target language in instruction. It emphasized spoken language and taught vocabulary through demonstration and pictures before introducing grammar inductively. Some key figures who adopted this approach were Gottlieb Heness, Lambert Sauveur, and Maximilian Berlitz, who founded language schools using these principles. The direct method's strengths included following a natural learning process and emphasizing communication skills, while weaknesses included a lack of structural practice and risk of incorrect rule induction.
This document discusses inquiry-based learning, which involves students investigating topics, observing phenomena, analyzing and interpreting data, proposing explanations, predicting outcomes, and concluding while communicating their findings. It notes that inquiry-based learning is more authentic and constructivist compared to traditional learning, as it enhances critical thinking and problem solving while being student-centered, hands-on, and more engaging for students. Some challenges of inquiry-based learning mentioned include potential shortages of materials, limited time, classroom management difficulties, and teachers lacking sufficient scientific knowledge.
Reflective teaching as innovative approach pptAnnie Kavitha
Reflective teaching is a process where teachers think critically about their teaching practices by analyzing lessons and looking for ways to improve student learning outcomes. It involves self-evaluation techniques like peer observation, journaling, and recording lessons to better understand classroom interactions. Reflective teaching supports teachers' professional development and helps them meet rising educational standards by ensuring they are aware of each student's learning and tailoring instruction appropriately.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
The natural approach is a language teaching method based on how people acquire first and second languages naturally. It focuses on developing basic communication skills through meaningful interactions in the target language. Benefits include students interacting at their own level without being forced to respond immediately. However, critics argue it ignores essential course design factors and simply borrows techniques from other methods without unique methods of its own.
The document discusses various curriculum designs that incorporate content into language teaching, including language across the curriculum, immersion education, programs for immigrants and LEP students, and language for specific purposes. It then examines contemporary models of content-based instruction at university, secondary, and private language institute levels. These models include theme-based instruction, sheltered content instruction, adjunct language instruction, and team teaching approaches.
The origins of language curriculum developmentPe Tii
The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
Various approaches (Structural, Situational, Functional, Communicative)Vaishali Jasoliya
This document summarizes four approaches to teaching English: structural, situational, communicative, and functional. It defines each approach and outlines their key principles. The structural approach focuses on teaching grammar rules and habits through drills. The situational approach teaches language in real-world contexts using objects and actions. The communicative approach avoids explicit grammar instruction and focuses on interaction and communication. The functional approach views language as a tool for expression and meets learners' specific communication needs.
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
This document outlines a lesson plan created by Anamika Ramawat. It begins with an introduction that defines a lesson plan as a teacher's blueprint for an individual lesson. It then discusses the importance of having clear objectives, outcomes, teaching methods, and ways to check for student understanding. The document further defines a lesson plan as a plan of action that incorporates the teacher's philosophy, knowledge of students and subject matter, and ability to utilize effective teaching methods. It notes that lesson plans help teachers decide what, why, when and how to teach, and that they are needed to ensure definite objectives and outcomes, effective teaching, and review of up-to-date subject knowledge.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
The ever increasing explosion of highly attractive multimedia resources (electronic gadgets) on offer has boosted the use of information and communication technology (ICT) almost all fields of life, including in education.
The document discusses strategies for including special education students in regular education classrooms as required by IDEA. It outlines 9 ways to adapt instruction including: difficulty of instruction, time, size, level of support, alternate expectations, input, output, participation, and substituting curriculum. The strategies provide examples of adaptations teachers can make to lessons, materials, expectations and instructional delivery to meet students' individual needs as specified in their IEPs.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1960s that begins instruction through physical actions in response to verbal commands. It is designed to lower the affective filter by making lessons stress-free and engaging the right brain hemisphere through kinesthetic activities. TPR focuses on having students understand language through commands before producing speech themselves, aiming to mimic how a first language is acquired.
Factors that influence curriculum change and innovation.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
This document discusses English language teaching methods. It introduces various traditional methods like the grammar translation method, audio-lingual method, silent way method, suggestopedia, and total physical response method. It also covers the modern task-based language learning method and computer-assisted language learning. The document describes the components of teaching methods, including syllabus, teaching/learning practices, and assessment. It relates different language teaching approaches to the methods used and techniques applied in the classroom.
This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
This document discusses the difference between approach and method in teaching pedagogy. It states that:
1) A method refers to the specific activities and procedures used in a lesson, such as using songs, stories, games or quizzes. It is how the teacher implements the approach.
2) An approach is broader and refers to the underlying philosophy and assumptions about how a language should be taught, such as communicative, situational, or structural approaches. Multiple methods can be used within one approach.
3) The key differences are that methods are specific steps, while an approach is a general guideline that does not specify all steps. A method has a clear pathway, while an approach indicates broader directions that
The document discusses various methods used to teach language and literature, including the lecture method, audiovisual method, project method, flipped classroom, kinesthetic learning, differentiated instruction, inquiry-based learning, and game-based learning. It also covers several language teaching methodologies such as the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, communicative language teaching, community language learning, and task-based language learning. It concludes that no single method can guarantee success and teachers should consider factors like learner characteristics and needs when choosing methods.
This document discusses different methodologies and approaches for teaching languages. It defines methodology as involving all aspects of teaching practice including theory, research, techniques, and lesson design. A method is described as a systematic guide for teaching based on proven effectiveness and meaningful learning. Several specific methods are outlined, including the direct method which fully immerses students in the target language, the cognitive method which focuses on organized knowledge acquisition and learning strategies, and the affective method which emphasizes student psychology and motivation. The communicative approach and structural linguistic method are also summarized. Approaches are distinguished from methods in that they describe general philosophies for acquiring knowledge rather than specific classroom techniques. Examples of teaching approaches provided include teacher-centered, learner-centered, subject-
This document discusses different methodologies and approaches to teaching languages. It defines methodology as involving all aspects of teaching practice including theory, research, techniques, and lesson design. A method is described as a systematic guide for teaching based on proven effectiveness and meaningful learning. Several specific methods are outlined, including the direct method which fully immerses students in the target language, the cognitive method which focuses on organized knowledge acquisition and learning strategies, and the affective method which emphasizes student psychology and motivation. The communicative approach and structural linguistic method are also summarized. Key differences between approaches and methods are that approaches are more general philosophies while methods refer to specific classroom techniques.
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
Approaches, methods, procedures and techniquesCarmen Bazurto
The speech production derives from speech comprehension, because learners always are able to understand first than speak. Besides the basis of language is used words with a significant contexts in order to produce language meaningfully (lexicon).
The document discusses various teaching-learning methods including lectures, demonstrations, discussions, and seminars. It provides guidelines for selecting teaching methods, outlines the components and purposes of lectures, and describes how to effectively deliver a lecture. Advantages and disadvantages of different methods like lectures, demonstrations, and discussions are also highlighted. The document emphasizes active participation of students to promote learning.
This document discusses the history and nature of approaches and methods for teaching English as a foreign language. It covers the major developments in language teaching from the 19th century reform movement to modern methods. Key topics include the rejection of grammar translation, the rise of the direct method focusing on spoken language, and the methods era where different teaching procedures were established. The document also examines the distinctions between approaches, which are based on theories of language and learning, and methods, which provide specific teaching designs, procedures and roles for teachers and learners.
This document provides an overview of teaching grammar in the English module for third year students. It discusses key topics like the role of grammar teaching, grammar in communicative language teaching, inductive teaching methods, and using games and problem-solving activities to teach grammar. The document is divided into several units that will be covered, including parts of speech, adverbs, and grammar assessment. Guidelines are provided around assignments, examinations, and passing marks.
Lecture,discussion, inductive and deductiveShynie Abraham
This document discusses different teaching methods including lectures, discussions, and deductive and inductive teaching. It provides details on each method such as how lectures can be used to introduce topics but are better suited for lower-level learning, while discussions allow for student participation and analysis. It also contrasts deductive (rule-driven) teaching where teachers explain concepts first before examples, versus inductive (example-driven) teaching where students derive rules from examples themselves. The document provides advantages and disadvantages of each approach.
This document discusses the key domains of content that constitute the core knowledge base for second language teacher education (SLTE). It identifies six main domains: theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and contextual knowledge. For each domain, the document outlines some of the important components and provides examples to illustrate what knowledge and skills fall within that domain. The overall purpose is to articulate a coherent foundation for SLTE programs by defining the essential content areas that should be covered.
This document discusses key concepts in language teaching approaches, methods, and techniques:
- Approaches are theories about language and language teaching that inform practices and principles. They describe the nature of the subject matter but cannot be directly implemented.
- Methods are plans for how to present language material based on a chosen approach. They are procedural and include objectives, activities, and roles. There can be multiple methods within one approach.
- Techniques are the specific classroom activities and tools used to achieve objectives. They must be consistent with the chosen method and approach.
- Approaches inform methods, which then determine techniques for practical classroom implementation. The concepts are hierarchical but interconnected in language teaching.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
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.
The document discusses various teaching methodologies. It begins by defining what a teaching method is and discusses factors like retention rates and classroom climate. It then describes several common teaching methods like lectures, group discussions, discovery method, and games. For each method, it provides details on how the method works and lists its strengths and weaknesses. The document emphasizes that teachers should consider student abilities, available time and facilities, and class size when selecting a methodology. It also provides principles for effective teaching.
This document discusses various approaches and methods in language teaching, including:
- The traditional Grammar Translation Method and its key characteristics such as focusing on reading/writing and deductive grammar teaching.
- The Reform Movement in the late 19th century which advocated a more scientific approach based on applied linguistics, including the study of spoken language and inductive grammar teaching.
- The Direct Method and Berlitz Method which used the target language exclusively in classroom instruction with a focus on oral communication, vocabulary, and grammar taught inductively through demonstration and questions.
It then covers major 20th century trends like the Oral Approach/Situational Language Teaching and the Audio-Lingual Method, outlining
Similar to Teaching process & Methods of Teaching (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1. Innovations in Teaching Learning:
Teaching Process and Methods of Teaching
Presented by
Prof. Suwarna Mahesh Patil
(DSM, M. A. (English/History), M. Ed., SET
3. Steps ofTeaching- General
(Framed by Herbart)
Introduction
a. Statement of Aim
b. Title writing
1
Presentation
2
Recapitulation
3
Application
4
Assignment
4. Introduction (Set induction)
Testing previous knowledge
Preparing physically and mentally to be
attentive in the class
• a. Statement of Aim
• b.Title writing
6. Recapitulation
1.Testing acquired knowledge with the help of
content based questions.
2.Few questions should be based on Knowledge and
few must be on comprehension.
3.It’s an overall conclusion whether the objectives are
fulfilled or not.
4.It should be done at the end of the every task
(Lecture).
7. Application
• It is the testing of ability whether the student can apply acquired
knowledge in the subject, to solve the problems/questions, to
resolve the condition or to use it in daily life.
• Learning means not just storing the knowledge , it is applying the
knowledge in concerned area.
8. Assignment
•It is an important step of scientific teaching.
•Here some important task should be given to do at home
related to the taught topic.
•This task should be based on skill.
•Example: Report writing, small project, sketching
diagrams, collecting information etc.
9. Methods ofTeaching
• Method: A method is an instrument and should be regarded as
such. It should play the role of a willing servant rather than of a
tyrannical master.
• A method determines what and how much is taught, the order in
which it is taught, how the meaning and form are conveyed and
what is done to make the use of the language unconscious.
• The term method includes selection and gradation of the material
to be taught.
10. Selecting an Appropriate Method
• Selection of the Method: The choice of a suitable method by a teacher
depends upon many factors such as the learner, the nature of the subject
and the topic, the facilities available and above all the attitudes of the
teacher.
12. Methods to teach
Languages/Communication Skills
GrammarTranslation Method
Direct Method
Dr. West’s Reading Method
Substitution Method
Eclectic Method
Bilingual Method
13. GrammarTranslation Method
• It is an Old method . This method has no psychological basis but has
philosophical basis. i.e. A foreign language can be easily learnt through
translation.
• “Under the translation method, the meaning of English Words, phrases and
sentences is taught by means of word translation into the mother-tongue”.
• It is also called asTranslation method.
14. Direct Method
• This method is originated in France. It is called as ‘Natural
Method’ or ‘Reformed Method’.
• This method is a reaction against GrammarTranslation Method.
• It is a method of teaching a foreign languages, especially a
modern language, through conversation, discussion and reading
in the language itself, without translation.
• It forms the direct bond between thought and expression.
• Grammar is taught inductively.
15. Dr. West’s Reading Method
•‘The bilingual child does not so much need to
speak his second language (English) but rather to
read it.’
•This method lays more emphasis on the
development of reading abilities, improvement of
vocabulary.
16. Substitution Method
•It is also called as substitution table method.
•Structures and grammar is taught by using
substitute tables to frame sentences.
17. Bilingual Method
•Learning of language with the help of two languages
simultaneously .
•Translation is not required here.
•Substitute words are used to get the most appropriate
meaning.
18. Eclectic Method
•Eclectic Method is a combination of the merits from
above all methods.
•Whatever is the best in each method is carried together
and formed Eclectic Method. .
19. Methods to teach other Subjects
Lecture Method
Discussion Method
Project Method
Excursion Method
Heuristic Method
Problem solving Method
Dalton/Laboratory
Inductive & Deductive Method
24. Heuristic Method
• Based on to discover, and on findings
• Investigating the thingsFeatures
• Develops scientific attitude
• Active participation
• Psychologically sound
Merits
• Difficult to cover syllabus in time
• Possibility of faulty outcomesDemerits
25. Problem solving Method
Steps
• Confrontation with the problem
• Understanding the problem
• Data collection
• Analysis
• Hypothesis
• Applying Hypothesis & conclusion
Merits
• Provides opportunities
• Develops cognitive abilities
• Develops scientific attitude
Limitations
• Problem in selecting topic
• Practical limitations
26. Dalton/Laboratory
• Features :
1. Experiments ca be performed in the laboratory.
2. Teacher only act as guide.
3. Student handle apparatus in presence of a teacher.
• Merits:
1. Learning by doing
2. Make discoveries
3. Builds confidence & self-reliance
• Limitations:
1. Time consuming
2. Ill equipped laboratories
27. Inductive & Deductive Method
• Inductive Method: Proceeds from examples to rule
• Deductive Method:Vice versa