2. • “A progressively monitored, step-by-
step teaching method, employing
small units of information or learning
material and frequent testing,
whereby the student must complete
or pass one stage before moving on
to the next.”
PROGRAMMED INSTRUCTION
3. • Practical application of the
behaviourist approach.
• Why? Behaviourism believes that
learning is a sequenced activity/
process.
• Also called Programmed learning.
PROGRAMMED INSTRUCTION
4. • Students can learn a wide range of
things with small steps that require a
response.
• Machine-like learning.
PROGRAMMED INSTRUCTION
5. Advantages for teachers
It could increase the learner autonomy.
Different levels in the same class-
Problem- Not any more.
PROGRAMMED INSTRUCTION
7. What is Inquiry Learning?
• Inquiry-based learning is a constructivist approach, in which
students have ownership of their learning. It starts with
exploration and questioning and leads to investigation into a
worthy question, issue, problem or idea.
• It involves asking questions, gathering and analyzing
information, generating solutions, making decisions,
justifying conclusions and taking action
• Inquiry learning provides students with opportunities to build
knowledge, abilities, and inquiring habits of mind that lead to
deeper understanding of their world and human
experience.The inquiry process focuses on the development
of compelling questions, formulated by teachers and
students, to motivate and guide inquiries into topics,
problems, and issues related to curriculum content and
outcomes.
8. Why Use the Inquiry Method?
• Inquiry-based learning approaches when correctly
implemented can help develop higher-order, information
literacy and critical thinking skills.
(observation, reasoning, analyzing, critical thinking).
• They can also develop problem-solving abilities and develop
skills for lifelong learning
• Creative thinking and curiosity is stimulated.
• Student motivation and self-esteem increases with the
control over their learning.
• Students learn how to learn.
• Learning becomes fun.
9. • 4. Teachers Role The teachers role in inquiry-based
learning is one of Guide on the side rather than Sage on the
stage". The teacher scaffolds learning for students, gradually
removing the scaffolding as students develop their skills.
10. • 5. Characteristics of inquiry- learning
• a. Inquiry learning emphasizes constructivist ideas of
learning. Knowledge is built in a step-wise fashion. Learning
proceeds best in group situations.
• b. The teacher does not begin with a statement, but with a
question. Posing teaching questions for students to solve is a
more effective method of instruction in many areas. This
allows the students to search for information and learn on
their own with the teachers guidance.
11. • Characteristics of inquiry- learning
• c. The topic, problem to be studied, and methods used to
answer this problem are determined by the student and not
the.
• d. The above comments represent a classroom that is fully
committed to inquiry, to the greatest extent possible.
However, it is not necessary to take an all- or-nothing
approach to inquiry-based methods.
12. • Benefits for Student Learning• Leads to deeper
understanding rather than passively receiving knowledge•
Allows students to become active learners• Introduces
different perspectives and conflicting ideas that will challenge
thinking• Allows for knowledge and skills to be applied•
Encourages students to take ownership for their learning
(Adapted from Kuhlthau & Todd, 2008, p. 1)
13. • Levels of Inquiry
• Controlled. In a controlled inquiry, the teacher chooses the
topic and identifies materials that students will use to
address their questions. Students are often involved with
specific exercises and activities to meet particular learning
outcomes such as retelling stories, evaluating sources, or
comparing approaches. Students often have a specific
product such as a Venn diagram, paragraph, or poster.
14. • Levels of Inquiry
• Guided. In a guided inquiry, student have more flexibility in
their resources and activities however they are expected to
create a prescribed final product such as a report or
presentation.
15. • Levels of Inquiry
• • Modeled. In a modeled inquiry, students act as apprentice
classroom teacher. The student has flexibility in terms of
topic selection, process, and product. The educators and
students work side-by-side engaging in meaningful work.
16. • Levels of Inquiry
• • Free. In a free inquiry, students work independently. They
explore meaningful questions, examine multiple
perspectives, draw conclusions, and choose their own
approach for presenting their learning.
17. • The Importance of Questioning• It is not only important to be
able to “do”, but to think about the “why” and the “how” and
the “what”.• When we ask good questions, we invite our
students to think, to understand, and to share a journey with
their classmates and teachers alike.• Students are no longer
passive receivers of information when asked questions that
challenge their understandings and convictions about
mathematics. They become active and engaged in the
construction of their own mathematical understanding and
knowledge
18. • • Instead of giving the information to the students, is there a
way of teaching them a concept by leading them to the
answer on their own?• Example – square root sign The
meaning, purpose, and computation of square roots are
learnings that should be discovered through the students’
investigation of patterns, relationships, abstractions, and
generalizations. Opportunities must be provided for
students to explain, apply, and transfer understanding to new
situations.
19. • ORIGIN
– Panel discussion technique was
originated by Harry . A. Overstreet in
1929
20. • definition: PANEL DISCUSSION
– It is a discussion in which few persons (
the panel) carry on conversation in front
of the audience.
– At the end of the discussion audience
also participates.
– The audience put important questions
and the experts answers them and
clarify the points
21. • purpose
– Purpose of the panel discussion is to
reproduce the features of a small
discussion group for the benefit of a
larger group
22. • 7. TYPES OF PANEL
DISCUSSIONS
– 1. public panel discussions
– 2. educational panel discussions
23. • 8. PUBLIC PANEL DISCUSSIONS
– These are organized for common men
problems.
24. • EDUCATIONAL PANEL
DISCUSSIONS
– Used in educational institutions to
provide factual & conceptual knowledge
and clarification of certain theories and
principles.
– Some times these are organized to find
out the solutions of certain problems
25. • 12. Types of members in panel
discussion
– Instructor
– Moderator
– Panelists
– Audience
26. • 13. 1.INSTRUCTOR
– Plays most important role in panel
discussion
– Plans how , where , when panel
discussion will be organized
– Prepares the schedule for panel
discussion
– Sometimes rehearsal is also planned
27. • 2. MODERATOR
– Keeps the discussion on the theme and
encourages interaction among
members.
– Summarizes & highlights the points.
– Should have mastery on the theme or
problem of the discussion.
28. • 3.PANELISTS
– There are 4 – 10 panelists in the
discussion
– Members sits in a semi circle shape in
front of the audience
– The moderator sits in the middle of the
panelists
– All panelists must have mastery of the
subject matter.
29. • 4. AUDIENCE
– Audience are allowed to put question
and seek clarification.
– They can present their point of view and
their experiences regarding the theme.
– The panelists answers
– In some situations moderator also tries
to answer the questions.
30. • Characteristics of panel discussion
– Used in university & college level to organize
teaching at reflective level
– Develops the ability of problem solving
– Helps to understand nature, problem or theme of
discussion
– Develops ability of presentation of theme and
giving their point of view logically.
– Develops right type of attitude and ability to tolerate
anti- ideas of others
– Helps in creative thinking
– Develops manners of putting Qn.s & answering
them
31. • Advantages of panel discussion
– Encourages social learning
– Higher cognitive and affective objectives
are achieved
– Used to develop ability of problem solving
and logical thinking
– Develops capacity to respect others ideas
and feelings & ability to tolerate.
– It provides opportunities of assimilation of
theme and content.
32. • Limitations of panel discussion
– There are chances to deviate from the
theme of discussion
– some members may dominate
– There is possibility to split the group in
to two subgroups ( for & against)
– If panelist belong to different groups, it
may not create appropriate learning
situation
33. • How to organize effective panel
discussions
– There should be a rehearsal before actual panel
discussions
– The moderator should be a matured person and
should have the full understanding of theme /
problem & should have full control over the
situation.
– The seating arrangement should be such that
every one should be of equal distance & should
observe each other.
– Moderator should encourage constructive
discussion among panelists and audience
34. • ROUND TABLE
• In the roundtable cooperative learning model1, each team
member writes one answer on a piece of paper that is
passed around a table. Roundtable is highly effective with
creative writing and brainstorming activities. This structure
encourages responsibility for the group and team building.
35. • ROUNDTABLE DISCUSSION
DIRECTION
– The person who is the leader for question
#1 reads the question aloud.
– The leader asks the group for ideas.
– Everyone else in the group shares ideas,
and the leader takes notes as needed.
– The leader makes sure that everyone
contributes.
– When everyone has shared ideas, rotate
to the next leader and the next question.
•
36.
37.
38.
39.
40.
41. • A series of speeches is given by as many speakers as there are
aspects of a problem or issue.
42. • Problems in Using the Forum
• The biggest danger in this teaching approach is failure to find an
attractive subject. Sometimes a subject may be of interest to the
speakers who live with its implications day by day but of little
concern to the audience. If so, when time for questions is offered,
everyone will sit silently looking at the chairman. Such an
experience is embarrassing to the speakers, and deadly in terms of
creating a vital learning experience. In thinking about using a forum
for your class, make sure they all agree that the subject matter for
discussion is relevant and meaningful to them.
43.
44. • Debate can be used in any classroom. It can be as detailed
and formal as the Lincoln-Douglass structure used by debate
teams, or as simple and informal as pairing students to
research and discuss the pros and cons of an issue
45. • Debate can be used in any classroom. It can be as detailed
and formal as the Lincoln-Douglass structure used by debate
teams, or as simple and informal as pairing students to
research and discuss the pros and cons of an issue
46.
47. • Thematic teaching starts with the identification of a THEME
the underlying concept that allows for the structure and
organization of specific content across disciplines.
• The THEME is the topic of interest that provides the core for
group activities.
• It helps learners see meaningful connections across
disciplines or learning areas (SUBJECTS).
• More importantly, THEMES provide relevance for the
learners by drawing together concepts under one umbrella.
