it is a skill of micro-teaching. This ppt details its components. The explanation of each component will enable the student-teachers get better understanding of the skill.
The document discusses stimulus variation, which refers to changing teaching methods and styles to maintain student attention and engagement. It defines stimulus variation as deliberately changing a teacher's attention-getting behaviors. This helps stimulate students and keep them actively participating. The document then outlines various component skills of stimulus variation, including changing movement, gestures, voice, questioning techniques, and incorporating different sensory modes. It emphasizes varying teaching methods like lectures, group work and experiments. The goal of stimulus variation is to avoid boredom through continual changes in instructional approaches.
This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
1. The document discusses different types of questions in English, including yes/no questions, questions with question words, questions using auxiliary verbs have and do, and questions using tenses like simple present and past.
2. It provides examples of questions and short answers using verbs like be, have, and do in both affirmative and negative forms.
3. The types of questions covered include those without and with question words, those asking about subjects and objects, and those using question word order and auxiliary/modal verbs.
This document discusses using higher order thinking questions to guide instruction and challenge students. It defines essential questions and higher order thinking questions. Essential questions are overarching questions that organize a lesson and can take multiple days to answer. Higher order thinking questions are embedded in lessons to challenge students. Examples of different levels of thinking questions are provided, from lower order to higher order. Teachers are encouraged to use at least 3 higher order thinking questions per lesson to ensure all students are sufficiently challenged. Strategies are shared for creating effective higher order thinking questions using question stems.
Micro teaching is a method of teacher training that simplifies the teaching process. It involves teaching reduced class sizes, focusing on a single teaching skill over a shorter time period, and receiving feedback to improve. The document outlines the micro teaching process which includes planning, teaching a lesson while focusing on one skill, receiving feedback, re-planning, re-teaching while incorporating the feedback, and receiving additional feedback. It discusses common teaching skills practiced in micro teaching like introducing a lesson, questioning techniques, reinforcement, and achieving closure.
The document provides information about the M. B. Patel College of Education (CTE) in India. It discusses the history and development of the college from its founding in 1960. It offers B.Ed. and M.Ed. programs and has over 1,000 secondary schools in its three assigned districts. The college has 13 faculty members and resources like a library, laboratories, and hostels. It aims to develop proficient educators through innovative teaching practices like microteaching and block teaching placements in local schools.
This document outlines the objectives and content of a course on Teaching English. The course has 4 blocks and 19 units total. The objectives are to understand the importance of English, analyze problems teaching English in India, understand approaches and methods in teaching English, and design lesson plans incorporating teaching aids and technology. The blocks cover the importance of English, principles of teaching like methods and the communicative approach, developing listening, speaking, reading and writing skills, and lesson planning using different materials.
This document provides a series of tasks and exercises for describing people based on their physical characteristics such as face shape, hair, eye color and other features. It includes describing pictures of individuals, writing names to match descriptions, describing family members, and completing a story using descriptive words provided. The goal is to practice observing and reporting people's appearances accurately.
it is a skill of micro-teaching. This ppt details its components. The explanation of each component will enable the student-teachers get better understanding of the skill.
The document discusses stimulus variation, which refers to changing teaching methods and styles to maintain student attention and engagement. It defines stimulus variation as deliberately changing a teacher's attention-getting behaviors. This helps stimulate students and keep them actively participating. The document then outlines various component skills of stimulus variation, including changing movement, gestures, voice, questioning techniques, and incorporating different sensory modes. It emphasizes varying teaching methods like lectures, group work and experiments. The goal of stimulus variation is to avoid boredom through continual changes in instructional approaches.
This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
1. The document discusses different types of questions in English, including yes/no questions, questions with question words, questions using auxiliary verbs have and do, and questions using tenses like simple present and past.
2. It provides examples of questions and short answers using verbs like be, have, and do in both affirmative and negative forms.
3. The types of questions covered include those without and with question words, those asking about subjects and objects, and those using question word order and auxiliary/modal verbs.
This document discusses using higher order thinking questions to guide instruction and challenge students. It defines essential questions and higher order thinking questions. Essential questions are overarching questions that organize a lesson and can take multiple days to answer. Higher order thinking questions are embedded in lessons to challenge students. Examples of different levels of thinking questions are provided, from lower order to higher order. Teachers are encouraged to use at least 3 higher order thinking questions per lesson to ensure all students are sufficiently challenged. Strategies are shared for creating effective higher order thinking questions using question stems.
Micro teaching is a method of teacher training that simplifies the teaching process. It involves teaching reduced class sizes, focusing on a single teaching skill over a shorter time period, and receiving feedback to improve. The document outlines the micro teaching process which includes planning, teaching a lesson while focusing on one skill, receiving feedback, re-planning, re-teaching while incorporating the feedback, and receiving additional feedback. It discusses common teaching skills practiced in micro teaching like introducing a lesson, questioning techniques, reinforcement, and achieving closure.
The document provides information about the M. B. Patel College of Education (CTE) in India. It discusses the history and development of the college from its founding in 1960. It offers B.Ed. and M.Ed. programs and has over 1,000 secondary schools in its three assigned districts. The college has 13 faculty members and resources like a library, laboratories, and hostels. It aims to develop proficient educators through innovative teaching practices like microteaching and block teaching placements in local schools.
This document outlines the objectives and content of a course on Teaching English. The course has 4 blocks and 19 units total. The objectives are to understand the importance of English, analyze problems teaching English in India, understand approaches and methods in teaching English, and design lesson plans incorporating teaching aids and technology. The blocks cover the importance of English, principles of teaching like methods and the communicative approach, developing listening, speaking, reading and writing skills, and lesson planning using different materials.
This document provides a series of tasks and exercises for describing people based on their physical characteristics such as face shape, hair, eye color and other features. It includes describing pictures of individuals, writing names to match descriptions, describing family members, and completing a story using descriptive words provided. The goal is to practice observing and reporting people's appearances accurately.