3. COOPERATIVE LEARNING
Advantages
D
Helps foster mutual responsibility
Supported by research as an effective technique
Students learn to be patient, less critical and more compassionate
Disadvantages
Some students don't work well this way
Loners find it hard to share answers
Aggressive students try to take over
Bright students tend to act superior
Preparation
Decide what skills or knowledge are to be learned
Requires some time to prepare students to learn how to work in
groups
4. Listening Listening exercise t at a lows creative thillking for new iaeas
Encourages full participation because all ideas are equally recorded
Draws on group's knowledge and experience
Spirit of cooperation is created
One idea can spark off other ideas
Disadvantages
Can be unfocused
Needs to be limited to 5 - 7 minutes
Students may have difficulty getting away from known reality
If not managed well, criticism and negative evaluation may occur
Value to students depends in part on their maturity
Preparation
Teacher selects issue
BRAINSTORMING
Advantages
5. DIRECT TEACHING
Adva ntages
Very specific learning targets
Students are told reasons why content is important - helps to clarify lesson
objective
Relatively easy to measure student gains
Good for teaching specific facts and basic skills
Is a widely accepted instructional method
Disadvantages
Can stifle teacher creativity
Requires well-organized content preparation and good oral communication skills
Steps must be followed in prescribed order
May not be effective for higher-order thinking skills, depending on the knowledge
base and skill of the teacher
Prepa ration
Content must be organized in advance
T
eacher should have information about student prerequisites for the lesson
6. Adva ntages
Factua l material is presented in a direct, logical manner
May provide experiences that inspire - useful for large groups
D
Most efficient way to convey teacher spoken information
Disadva ntages
Proficient oral skills are necessary
Audience is often passive
Learning is difficult to determine as the lecture progresses
Communication is one-way
Not appropriate for children below grade 4
Preparatio n
There should be a clear introduction and summary
Effectiveness is related to time and scope of content
Is always audience specific; often includes examples, anecdotes
LECTURE
7. LECTUREWITH DISCUSSION
Advantages
Llnvolves students, at least after the lecture
o
students can question, clarify and challenge
O
Lecture can be interspersed with discussion or breaks as the
content and time permit
Disadvantages
Time constraints may affect discussion opportunities
Effectiveness is connected to appropriate questions and
discussion; often requires teacher to "shift gears" quickly
Preparation
T
eacher should be prepared to allow questions during lecture, as
appropriate
T
eacher should also anticipate difficult questions and prepare
appropriate responses in advance
8. MUL
TIMEDIA (COMPUTER, INTERNET
, CD,
DVD, FILM)
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= = = =
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Advantages
Entertaining way of introducing content and raising issues
Internet content easily updated
Usually keeps group's attention
Cost effective way to obtain and disseminate content
May provide opportunities for independent student investigation in a wide range of topics
Disadvantages
Can raise too many issues to have a focused discussion
Distractions happen all too easily
Students working independently can easily lose focus of lesson topic
Most effective when followed by discussion
Discussion may not have full participation
Preparation
Teacher must formulate rules and communicate them to students
Need to obtain and set up equipment
Computing skills required for some applications
Most effective when teacher prepares for discussion after the presentation or activity
9. ROLE PLAYING
Advantages
Introduces problem situation dramatically
Provides opportunity for students to assume roles of others and thus appreciate another
point of view
Allows for exploration of solutions
Provides opportunity to practice skills
Disadvantages
Some students may be too self-conscious
Not appropriate for large groups
Can be time consuming to set up and execute
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
Teacher must have back up activities in case of problems
10. GAMES
Advantages
Students are usually interested in and challenged by games
Can provide opportunities for team member building skills
Feedback is usually easy to provide and is quick
When used in direct relationship to a lesson objective, can provide a stimulating experience for
all
Disadvantages
Can create in-group/out-group feelings
Can demotivate those who are not competitive by nature
Can create feelings of inadequacy in those not as skilled or forceful
Can discourage creativity if the format is very rigid and the focus is strongly on winning
Preparation
Choose relevant games at an appropriate level that can be reasonably expected to achieve the
learning objectives
Introduce the game and make the objectives clear
Give clear and thorough directions
Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so
Do not take sides or show partiality
Keep a handle on things
11. SMALL GROUP DISCUSSION
Advantages
Allows for participation of everyone
Students often more comfortable in small groups
Groups can reach consensus
Disadvantages
Needs careful thought as to purpose of group
Groups may get side tracked
Preparation
Needs careful thought as to purpose of group
Groups may get side tracked
12. INTRODUCTION TO TEACHING
APPROACHES
o A teaching approaches cotnprises the principles
and tnethods used for instruction.
o Cotntnonly used teaching tnethods tnay include
class participation, detnonstration, recitation,
tnetnorization, or cotnbinations of these.
The choice of teaching tnethods to be used depends
largely on the information or skill that is being
taught, and it may also be influenced by the
attitude and enthusiasm of the students.
13. CASE STUDIES
Advantages
Develops analytic and problem solving skills
Allows for exploration of solutions for complex issues
Allows student to apply new knowledge and skills
Disadvantages
Students may not see relevance to own situation
Insufficient information can lead to inappropriate results
Not appropriate for elementary level students
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
14. DISCUSSION
Advantages
Pools ideas and experiences from group
Effective after a presentation, film or experience that needs to be analyzed
Allows everyone to participate in an active process
Disadvantages
practical Not practicalwith more that 20 students
A few students can dominate
Some students may not participate
Is time consuming
Can get off the track
Preparation
Requires careful planning by the teacher to guide the discussion toward the
lesson objective
Requires preparation of a question outline
15. WORKSHEETS AND SURVEYS
Advantages
Allows students to think for thetnselves without being
influenced by others
Individual thoughts can then be shared in large group
Disadvantages
Can be used only for short period of titne
Preparation
Teacher has to prepare handouts
16. COMPUTER SIMULATIONS
Advantages
Students can work independently
Abundant selection of simulation software in many subjects, especially the
sciences and social studies
Effects of decisions can be readily seen and evaluated
u
Transfer of learning to different subjects may be facilitated
Disadvantages
Computer software for simulations can be expensive
Some students may be easily distracted by the medium at the expense of the
subject matter
Not suitable for some subject matter areas such as mathematics
Preparation
Teacher must make sure the simulation relates to a lesson or unit objective
Teacher must have "plan B" ready in case the simulation is not as expected
17. INDEPENDENT STUDY
Advantages
Leaming skills developed have impressive staying power
Students can learn to increase the rate at which they understand new material
There is a greater opportunity for transfer of learning to other subjects
Increased opportunities for students to problem solve what is needed to learn intended content (prerequisite!
Students may learn how to pace learning and thereby gain self-confidence
Disadvantages
Distractions are always a possibility -- requires self-discipline
Appropriate materials may not be available or accessible
Not appropriate for certain age groups such as students below grade four, or for highly complex subject
matter such as physics, which require a good deal of explanation
Preparation
Develop plan to monitor and collect feedback about independent study activities for each student
Provide appropriate resources that are connected to the subject matter in question
Provide plan to provide feedback to students during the course of independent study
18. GUEST SPEAKERS
Advantages
Can provide a dynamic and engaging presence
Can personalize a topic to make it more interesting and/or chalenging
Often breaks down an audience's stereotypes
Disadvantages
May not be a good speaker
Can inadvertently present information not appropriate for the age and
maturity of the aduience
Preparation
Contact speakers and coordinate
Interview speakers before making commitment
Inform students about the speaker before the presentation
Make an appropriate introduction
19. Teacher- centered Student-centered
Focus is on instructor.
Instructor talks; students listen.
Students work alone.
Focus is on both students and
instructor.
Instructor models; students interact
with instructor and one another.
Students work in pairs, in groups, or
alone depending on the purpose of
the activity.
Students talk without constant
instructor monitoring; instructor
provides feedback/ correction when
questions arise.
Students have some choice of
topics.
Students evaluate their own learning;
instructor also evaluates.
Classroom is often noisy and busy.
Instructor chooses topics.
Instructor evaluates student learning.
Classroom is quiet.
Instructor monitors and corrects
every student utterance.
20. o As Thotnas Shuell has said, student-centred teaching
is built on the assutnption that "what the student does
is actually tnore itnportant in determining what is
learned than what the teacher does" (T.J. Shuell,
''Cognitive Conception of Learning " (1986), 429 ).
Therefore, as an itnportant part of our learning and
teaching approach, student-centred and active
learning approaches should be etnphasised to engage
students in their learning.
'' TEACHER-CENTERED'' AND
'' STUDENT-CENTER
_
,
,ED'-
'---=== - - - - - - =
21. TEACHING STRATEGIES
0
Lecture
D Active learning
- Strategies that encourage students to think and learnt.
D Critical thinking
- Focusing, information gathering, referencing,
analyzing, integrating, and evaluation.
D Discussion
organizing,
-An important element is the use of inquiry questioning to
stimulate discussion and bring the forum to the highest levels.
D Cooperative learning
- encourages small group of students to work together for the
achievement of a common goal.
22. TEACHING STRATEGIES
o Mid-Course Assessment
-For the purpose of improvement. These range
from very informal to highly formal.
o Case-studies
-Providing an opportunity for students to apply
what they learnt in the classroom in real-life
experi•
ence.
- It engages students in active discussion about
issues and problems inherit in practical
application.
o Questioning
23.
24. L J v L I U L v . ; J I V I 1 1
I
U I
/
•Crossword puzzles
•Cooking foods of places studied
•Construction of vocabulary lists
•Vocabulary drills
•Diaries
•Dances of places or periods studied
•Construction of summaries by students
•Dressing dolls
•Required term paper
•Panel discussion
•Biographical reports given by students
•Reports on published research studies and experiments by students
•Library research on topics or problems
•Written book reports by students
•Flags
•Jigsaw puzzle maps
•Hall of Fame by topic or era (military or political leaders, heroes)
•Flannel boards
•Use of pretest
•Gaming and simulation
•Flash cards
•Flowcharts
•Interviews
•Maps, transparencies, globes
•Mobiles
•Audio-tutorial lessons (individualized instruction)
•Models
•Music
•Field trips
•Drama, role playing
•Open textbook study
•Committee projects--small groups
•Notebook
•Murals and montages
•Class projects
•Individual projects
•Quizdown gaming
Basically have
150 based on
research
METHOD OF
INSTRUCTION I
TEACHING
25. METHODS OF INSTRUCTION
Explaining
Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to
be learned. Lecturing is often accompanied by visual aids to help students visualize an object or
problem. Explaining may meet the needs of auditory or visual learning preferences[clarify] but often
fails to meet the needs of individuals with other learning preferences[clarify], such as kinesthetic or
social learners[clarify]. [citation needed]
Demonstrating
Demonstrating is the process of teaching through examples or experiments. For example, a science
teacher may teach an idea by performing an experiment for students. A demonstration may be used
to prove a fact through a combination of visual evidence and associated reasoning.
Collaborating
Collaboration allows students to actively participate in the learning process by talking with each other
and listeningto other points of view. Collaboration establishes a personal connection between
students and the topic of study and it helps students think in a less personally biased way. Group
projects and discussions are examples of this teaching method. T
eachers may employ collaboration
to assess student's abilities to work as a team, leadership skills, or presentation abilities.[1]
Learning by teaching
In this teaching method, students assume the role of teacher and teach their peers. Students who
teach others as a group or as individuals must study and understand a topic well enough to teach it
to their peers. By having students participate in the teaching process, they gain self-confidence and
strengthen their speaking and communication skills
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