Type study method
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This document discusses the type study method of inductive learning, where students study a single representative case to learn about a larger group or system. It explains that studying one typical river system or flower that has all the key characteristics is sufficient to understand rivers or flowers in general, as long as the single case studied is representative of others and includes all relevant parts of the system. The method involves selecting a typical topic, studying its details, comparing it to the group, and generalizing conclusions about the group from the single case.
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Type study method
The type study method involves closely examining a single typical case to understand its characteristics and use it as a model for comparing and generalizing to similar cases. It has 6 main steps: 1) selecting a topic type to study, 2) motivating students, 3) stating the model case, 4) studying details, 5) comparing details to the model, and 6) generalizing conclusions. Its advantages are that it is simple, concrete, psychologically valid by focusing intensely on details, and time-saving. Disadvantages are that not all subjects are suitable, conclusions from a single case may not be reliable, and it risks forming hasty generalizations.
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Different approaches and methods
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Type study method
The type study method involves closely examining a single typical case to understand its characteristics and use it as a model for comparing and generalizing to similar cases. It has 6 main steps: 1) selecting a topic type to study, 2) motivating students, 3) stating the model case, 4) studying details, 5) comparing details to the model, and 6) generalizing conclusions. Its advantages are that it is simple, concrete, psychologically valid by focusing intensely on details, and time-saving. Disadvantages are that not all subjects are suitable, conclusions from a single case may not be reliable, and it risks forming hasty generalizations.
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Fs2 4
The document describes observations from a field study visit where the student observed two teachers' lessons. For the English lesson, the teacher used various active learning strategies like having students read a selection and dramatize situations to apply what they learned. For the math lesson, the teacher used deductive instruction as well as having students formulate their own examples, and connected lessons to real-life situations. In reflection, the student notes there is no single best teaching method and that teachers should use diverse strategies to cater to different student needs, learning styles, and intelligences.
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The document describes three types of lessons: development lessons, review lessons, and drill lessons. Development lessons introduce new material through structured steps. Review lessons revisit past material to reinforce learning. Drill lessons focus on repetition to automate skills and facts. Each type of lesson has distinct purposes, techniques, advantages and disadvantages for supporting student learning.
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Tools Used in Teaching
This document discusses different types of instructional materials that can be used for teaching, including mock-ups, realia, videos/films, models, pictures, books, and electronic materials.
Mock-ups are replicas that show essential detachable parts of an object at a different scale. Realia uses real objects from the environment. Videos/films show motion and sequences clearly. Models are scaled replicas used when the real object is too large or small. Pictures provide visuals to introduce concepts. Books contain accurate information and serve as permanent references. Electronic materials now include resources like CDs, DVDs, and the internet. Each type has advantages and disadvantages in teaching, and guidelines are provided for effective use.
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The document discusses three types of problem solving: mental, symbolic, and real. Mental problem solving involves contemplation and reflection without physical manipulation. Symbolic problem solving uses tools like language, drawings, or models to represent problems. Real problem solving deals with practical, physical problems in the real world. The document also lists benefits of problem solving, such as developing reasoning skills and teaching learners how to act in new situations. It outlines the problem solving process as recognizing issues, suggesting hypotheses, evaluating solutions, and verifying the best solution.
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The document discusses direct and indirect experiences in learning. It defines direct experiences as first-hand sensory experiences that form the foundation of learning. Indirect experiences involve observing, reading, or hearing about the experiences of others. The document recommends giving students opportunities for direct experiences, such as conducting experiments in the laboratory, to actively engage their senses and draw meaning from real-world experiences. This helps students learn concepts at a higher level of generalization and abstraction.
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This document outlines the different types of curriculum that operate in schools:
1) Recommended curriculum refers to what is proposed by experts but may not be what is actually taught.
2) Written curriculum appears in official documents and is developed by curriculum experts and teachers.
3) Taught curriculum is what teachers implement in the classroom and can vary between teachers and learning styles.
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5) Assessed curriculum refers to evaluations used to determine student progress and teaching effectiveness.
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The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
Process oriented learning competencies
This document discusses learning competencies and designing tasks for process-oriented performance based assessments. It provides examples of simple and complex competencies for assessing students' understanding of biological systems. The key points are:
1) Learning competencies focus on directly observable student behaviors and "best practices" for particular tasks.
2) Effective task design identifies activities that highlight and entail the competencies being evaluated in an interesting way for students.
3) Examples provide learning tasks on diseases of the integumentary system and anatomy of butterflies to assess student understanding.
The Nature of Performance-Based Assessment (Assessment of Learning 2)
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
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Integrative teaching strategies (ITS) aim to organize learning around real-life situations and students' interests by connecting topics across disciplines. ITS can take various forms, including thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies through multiple subjects. The integrative ladder provides guidance for sustaining student interest through diverse activities, relating to different learning styles, and recognizing success. While ITS enhances critical thinking and relevance, its challenges include the additional planning time needed and potential conflicts over priorities among teachers.
Assessing student learning outcomes
Navarro, R.L., Santos, R.G., & Corpus, B.B.(2017). Assessment of learning 1. Lorimar Publishing, Inc. Quezon City. Philippines
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
Instructional materials
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
Philosophy in teaching
The document discusses several educational philosophies:
- Essentialism focuses on academic content mastery and transmitting traditional values.
- Perennialism views education as developing rational and moral powers through great books.
- Existentialism emphasizes individual focus and choice in learning.
- Behaviorism shapes behavior through environmental conditions.
- Linguistic philosophy teaches clear communication in various ways.
- Constructivism positions learners as knowledge builders through active mental processes.
Episode 5
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
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This document discusses the inductive method of teaching English. It defines inductive teaching as presenting students with examples of a concept without explanation, allowing them to induce the underlying rule. Its advantages include actively involving students and making rules more memorable. Challenges are that it takes more time and effort for teachers and students may infer incorrect rules. The document provides tips for inductive teaching, noting it promotes participation and can be used across subjects. It concludes inductive teaching motivates students and is an effective way to teach concepts and generalizations.
Conceptual approach
The conceptual approach is choosing and defining content to be taught through big ideas that lead students to discover laws and principles of a subject. It uses a conceptual scheme including terms, concepts, generalizations, and principles to synthesize facts into a simple statement of truth. The conceptual attainment process defines concepts by comparing examples and non-examples until a definition is derived through inductive learning. Conceptual formation helps students think effectively by refining their understanding when approaching new information.
Lessonplan 100512115922-phpapp02 (1)
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Evaluation
1. Why does water climb the inside of a thin glass tube but not plastic?
Inductive Method
The inductive method involves presenting students with a specific challenge or problem and having them investigate, test, analyze, and draw their own conclusions based on their existing knowledge. It guides students through critical thinking and evaluation of observations to draw logical conclusions. The inductive method is an effective way to obtain general information about the world through observation and inquiry-based learning.
The Concept of Supply
This document defines supply as the quantity of goods and services producers are willing and able to provide at various prices over a given period. It distinguishes between stock, which is existing output, and supply, which is output brought to market. The supply schedule shows the different quantities supplied at different prices, while the supply curve graphs this relationship. Determinants that shift the supply curve include improvements in technology, production costs, the number of sellers, taxes and subsidies, and weather conditions.
General Methods And Techniques Of Teaching
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
A detailed lesson plan in english
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
Lesson Plan Project_Hersh
This lesson plan aims to educate expecting mothers on preventing low birth weight infants. It involves 9 weekly classes covering topics like prenatal care, nutrition, cooking, and grocery shopping. Each 45 minute class includes a 25 minute lecture and 20 minute discussion. Participants will be assessed at the start and end of each class through questions to gauge their understanding. The goal is to provide resources to at-risk mothers in Weld County and help lower rates of low birth weight babies by improving prenatal health and nutrition education.
Inductive
This document discusses inductive teaching, where students learn grammar rules by studying examples provided by the teacher and deriving understanding from those examples. It is a natural route of learning through one's own experiences. Key inductive methods mentioned are the direct method, natural approach, and TPR. Benefits include developing pattern recognition, problem solving abilities, collaboration and autonomy, while drawbacks are the need for teachers to plan lessons carefully, and the potential for students to get frustrated during discovery learning.
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this is the lesson plan for teacher trainers how to teach read that may help in training teachers and also the feed back of this training
Teaching English grammar task in inductively in India
I enclose how we make our class very interactive of teaching English in India .by this teaching method will be easy to the teachers as well as learning method is easy to the learners.
and main thing inductive method of teaching makes the learner in unmemorable in their life
Personality theories
The document discusses Hans Eysenck's personality theory which identified three key dimensions of personality - extroversion, neuroticism, and psychoticism. Eysenck believed that higher levels of extroversion, neuroticism, and psychoticism were associated with a greater likelihood of criminal behavior. The document then provides the results of the author's own personality test, finding high extroversion, medium neuroticism, and low psychoticism, and analyzing what these results might mean in terms of criminal propensity based on Eysenck's theory.
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Type study method
- 1. It is an inductive procedure except that only one case is studied.
- 2. If students were to study the parts of river system, it is not necessary to study many river systems. Just one river would be sufficient, but it must be a representative of other rivers and must have all the other parts of the river system.
- 4. In studying a flower, one needs to study only one flower which has all the characteristics of most flowers.
- 5. Selection of the topic Apperception and motivation Statement of a typical case Study of details Comparing details Generalization
- 6. This step is crucial in the type study method. The case or topic must be represented of the group. It is typical or average rather than the exception that is needed.
- 7. This background of the subject matter being taught at hand.