Utilitarian aim and socio cultural aim of teaching Englishsheebar62
The document discusses principles for effective English language teaching from both a utilitarian and socio-cultural perspective. It outlines several key principles from a utilitarian standpoint, including habit formation, speech before reading/writing, selection and gradation of vocabulary, and exposure to the target language. It also notes the importance of considering social and cultural aspects of language, such as its role in community formation and cultural differences that can influence language learning.
This document discusses various social indicators that can be used to measure national development in India. It outlines indicators across several dimensions, including health metrics like life expectancy and infant mortality; education metrics like literacy rates; and economic metrics like GDP and unemployment. It also discusses indexes like the Human Development Index, Multidimensional Poverty Index, and Social Progress Index, which aggregate data across these different indicators to provide composite measures of societal progress.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This document contains 20 multiple choice questions about pedagogical content knowledge, teaching methods, and educational tools. The questions cover topics like types of educational commissions, Bloom's taxonomy, cognitive development stages, components of a unit plan, reading methods, teaching skills, the origins of microteaching, and different educational aids like flashcards, models, and documentary films. The answers to each multiple choice question are provided in bold.
The document discusses the concept of a "techno-pedagogue", which refers to a teacher integrating technology into the teaching and learning process. It describes how techno-pedagogy can lessen pressure on teachers and enable deeper student learning. A techno-pedagogue positions educational technologies as the basis for instruction. The role of teachers is evolving with increased technology - they must have skills in pedagogy, technology, and content to guide students in this digital age. As techno-pedagogues, teachers can enhance learning through techniques like facilitating basic skills, active learning, and evaluating progress.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
The Herbartian approach outlines six steps for effective lesson planning: 1) Preparation where the teacher prepares students for new knowledge through questions or activities related to prior learning; 2) Presentation where new ideas and knowledge are introduced through active participation; 3) Comparison and association where students link new knowledge to existing understanding through examples and experiences; 4) Generalization where ideas are abstracted into principles or definitions; 5) Application where students practice using new knowledge in new situations; and 6) Recapitulation where the teacher reviews and the students' understanding through questions. These steps are based on Herbart's theory that the mind assimilates new knowledge by linking it to prior experiences.
The Educational Multimedia Resource Centre (EMMRC) was established by the University Grants Commission to produce educational video and multimedia content. It has a large studio facility and produces over 2,000 video lectures and e-learning materials annually based on UGC curriculum. This content is broadcast on educational television channels and streamed online, reaching over 25 million students. The EMMRC conducts research and provides training to improve the quality of its educational programming and resources.
Utilitarian aim and socio cultural aim of teaching Englishsheebar62
The document discusses principles for effective English language teaching from both a utilitarian and socio-cultural perspective. It outlines several key principles from a utilitarian standpoint, including habit formation, speech before reading/writing, selection and gradation of vocabulary, and exposure to the target language. It also notes the importance of considering social and cultural aspects of language, such as its role in community formation and cultural differences that can influence language learning.
This document discusses various social indicators that can be used to measure national development in India. It outlines indicators across several dimensions, including health metrics like life expectancy and infant mortality; education metrics like literacy rates; and economic metrics like GDP and unemployment. It also discusses indexes like the Human Development Index, Multidimensional Poverty Index, and Social Progress Index, which aggregate data across these different indicators to provide composite measures of societal progress.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This document contains 20 multiple choice questions about pedagogical content knowledge, teaching methods, and educational tools. The questions cover topics like types of educational commissions, Bloom's taxonomy, cognitive development stages, components of a unit plan, reading methods, teaching skills, the origins of microteaching, and different educational aids like flashcards, models, and documentary films. The answers to each multiple choice question are provided in bold.
The document discusses the concept of a "techno-pedagogue", which refers to a teacher integrating technology into the teaching and learning process. It describes how techno-pedagogy can lessen pressure on teachers and enable deeper student learning. A techno-pedagogue positions educational technologies as the basis for instruction. The role of teachers is evolving with increased technology - they must have skills in pedagogy, technology, and content to guide students in this digital age. As techno-pedagogues, teachers can enhance learning through techniques like facilitating basic skills, active learning, and evaluating progress.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
The Herbartian approach outlines six steps for effective lesson planning: 1) Preparation where the teacher prepares students for new knowledge through questions or activities related to prior learning; 2) Presentation where new ideas and knowledge are introduced through active participation; 3) Comparison and association where students link new knowledge to existing understanding through examples and experiences; 4) Generalization where ideas are abstracted into principles or definitions; 5) Application where students practice using new knowledge in new situations; and 6) Recapitulation where the teacher reviews and the students' understanding through questions. These steps are based on Herbart's theory that the mind assimilates new knowledge by linking it to prior experiences.
The Educational Multimedia Resource Centre (EMMRC) was established by the University Grants Commission to produce educational video and multimedia content. It has a large studio facility and produces over 2,000 video lectures and e-learning materials annually based on UGC curriculum. This content is broadcast on educational television channels and streamed online, reaching over 25 million students. The EMMRC conducts research and provides training to improve the quality of its educational programming and resources.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
This document discusses Group Controlled Instruction (GCI) which organizes instructional activities in groups where students interact with each other. It describes the importance of GCI in developing skills like critical thinking and cooperation. There are two main types of GCI: Group Interactive Sessions (GIS) which involve intellectual discussion of topics; and Group Activities involving teamwork. The document outlines the steps to conducting effective GIS, including assigning roles, preparing students, and providing structured discussion and feedback. It also discusses other cooperative learning methods like group investigations and projects that allow students to work together to solve problems or create finished products.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
This document discusses the use of mass media in education. It defines mass media as technology intended for a mass audience, such as messages sent through transmitting devices to a large market. Mass media can inform, educate, and entertain, and it brings the world into the classroom through distant learning. It acts as an agent of social change. Mass media includes print media like newspapers and journals, electronic media like television, radio, movies and the internet, and interactive media like CDs/DVDs. It has attributes of broad appeal, speed, availability and low cost. Electronic media like TV and radio can be powerful teachers, while mobile devices and social networking have changed student learning methods. Interactive media provides good learning experiences for children through graphical
Organizing Learning Experiences in Distance EducationSanjaya Mishra
Distance education involves teaching and learning without a physical teacher present. Learning experiences in distance education are organized through self-learning materials, assignments, interactive sessions like TV and radio, and counseling sessions. The organization of learning experiences is planned in advance by curriculum designers, course writers, and counselors, with the teacher having little control during implementation. These organized learning experiences aim to provide active, engaging learning opportunities to develop skills like problem-solving and allow learners to demonstrate their achievement and get clarification from experts.
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
The Advance Organizer Model proposed by David Ausubel focuses on meaningful learning through strengthening students' cognitive structures. It involves presenting introductory material called advance organizers before new content to explain and relate it to prior knowledge. There are two types of advance organizers - expository which provide overviews at a high level of abstraction, and comparative which differentiate new from old concepts. The model has implications for curriculum design through its principles of progressive differentiation and integrative reconciliation.
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
This document provides an overview of the project method of teaching. It discusses the basic principles, steps involved, criteria for a good project, the role of the teacher, and merits and demerits. Examples of mathematics projects are also given, such as running a cooperative bank or school store. While the project method encourages active learning and real-world problem solving, it can be time-consuming and uneven in student learning outcomes. Teachers must carefully guide project selection and implementation.
This document discusses how society can serve as a language lab for learning English. It provides examples of informal learning contexts like film, theatre, literary clubs, language forums, and interviews/talks by experts that can aid language acquisition outside the classroom. These extracurricular activities motivate students by providing interactive learning environments. Literary clubs specifically aim to develop students' literary skills, confidence, and talents through activities like essay/story/poetry writing, debates, and movie screenings. Language forums give opportunities for discussion and critical thinking to improve English proficiency. Experts emphasize the importance of listening skills and accessing repeated English content to effectively communicate.
Bloom Taxonomy of Instructional ObjectivesAMME SANDHU
This document presents information on Bloom's Taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain involves receiving, responding, valuing, organization, and characterization. The psychomotor domain involves perception, set, guided response, mechanism, and complex overt response. Bloom's Taxonomy provides a framework to classify educational goals and objectives to promote higher-order thinking and allow selection of appropriate assessment techniques.
This document discusses activity-based instruction, which involves learning by doing. It is classified as either student-centered or teacher-centered. Teacher-centered instruction involves the teacher guiding activities selected to fit the time and resources, such as using incident methods, case studies, simulations, games, role-playing, or prioritization exercises. Precautions must be taken when organizing these activity-based lessons.
1. Continuous and comprehensive evaluation (CCE) assesses students on an ongoing basis throughout the year, covering both academic and non-academic areas.
2. Formative evaluation provides feedback during the learning process to improve, while summative evaluation assesses learning at the end to determine grades.
3. Educational technology helps teachers determine content and methods, and evaluate whether students have learned, playing an important role in CCE by analyzing needs, designing instruction, and providing feedback to improve learning.
The project method emphasizes learning through purposeful activities carried out individually or in groups over time. It has its origins in Dewey's philosophy of pragmatism. Key principles include learning by doing, cooperation, and psychological laws of readiness, exercise, and effect. Teachers first create a problematic situation to spark student interest. Students then plan and execute a project to address the problem, evaluating their work upon completion. While time-intensive, the project method aims to develop skills like self-confidence, critical thinking, and independent learning through hands-on experiences.
Project method is a student-centered teaching approach where students design curricula and content based on their interests. It involves hands-on, experiential learning through real-world projects conducted in natural settings. Key characteristics include developing investigative skills, encouraging social interaction, and giving students freedom and responsibility over their learning. The teacher acts as a facilitator, guiding students through planning, executing, and evaluating their projects. While time-intensive, it can enhance critical thinking, knowledge retention, and social skills if implemented effectively.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
This document discusses Group Controlled Instruction (GCI) which organizes instructional activities in groups where students interact with each other. It describes the importance of GCI in developing skills like critical thinking and cooperation. There are two main types of GCI: Group Interactive Sessions (GIS) which involve intellectual discussion of topics; and Group Activities involving teamwork. The document outlines the steps to conducting effective GIS, including assigning roles, preparing students, and providing structured discussion and feedback. It also discusses other cooperative learning methods like group investigations and projects that allow students to work together to solve problems or create finished products.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
This document discusses the use of mass media in education. It defines mass media as technology intended for a mass audience, such as messages sent through transmitting devices to a large market. Mass media can inform, educate, and entertain, and it brings the world into the classroom through distant learning. It acts as an agent of social change. Mass media includes print media like newspapers and journals, electronic media like television, radio, movies and the internet, and interactive media like CDs/DVDs. It has attributes of broad appeal, speed, availability and low cost. Electronic media like TV and radio can be powerful teachers, while mobile devices and social networking have changed student learning methods. Interactive media provides good learning experiences for children through graphical
Organizing Learning Experiences in Distance EducationSanjaya Mishra
Distance education involves teaching and learning without a physical teacher present. Learning experiences in distance education are organized through self-learning materials, assignments, interactive sessions like TV and radio, and counseling sessions. The organization of learning experiences is planned in advance by curriculum designers, course writers, and counselors, with the teacher having little control during implementation. These organized learning experiences aim to provide active, engaging learning opportunities to develop skills like problem-solving and allow learners to demonstrate their achievement and get clarification from experts.
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
The Advance Organizer Model proposed by David Ausubel focuses on meaningful learning through strengthening students' cognitive structures. It involves presenting introductory material called advance organizers before new content to explain and relate it to prior knowledge. There are two types of advance organizers - expository which provide overviews at a high level of abstraction, and comparative which differentiate new from old concepts. The model has implications for curriculum design through its principles of progressive differentiation and integrative reconciliation.
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
This document provides an overview of the project method of teaching. It discusses the basic principles, steps involved, criteria for a good project, the role of the teacher, and merits and demerits. Examples of mathematics projects are also given, such as running a cooperative bank or school store. While the project method encourages active learning and real-world problem solving, it can be time-consuming and uneven in student learning outcomes. Teachers must carefully guide project selection and implementation.
This document discusses how society can serve as a language lab for learning English. It provides examples of informal learning contexts like film, theatre, literary clubs, language forums, and interviews/talks by experts that can aid language acquisition outside the classroom. These extracurricular activities motivate students by providing interactive learning environments. Literary clubs specifically aim to develop students' literary skills, confidence, and talents through activities like essay/story/poetry writing, debates, and movie screenings. Language forums give opportunities for discussion and critical thinking to improve English proficiency. Experts emphasize the importance of listening skills and accessing repeated English content to effectively communicate.
Bloom Taxonomy of Instructional ObjectivesAMME SANDHU
This document presents information on Bloom's Taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain involves receiving, responding, valuing, organization, and characterization. The psychomotor domain involves perception, set, guided response, mechanism, and complex overt response. Bloom's Taxonomy provides a framework to classify educational goals and objectives to promote higher-order thinking and allow selection of appropriate assessment techniques.
This document discusses activity-based instruction, which involves learning by doing. It is classified as either student-centered or teacher-centered. Teacher-centered instruction involves the teacher guiding activities selected to fit the time and resources, such as using incident methods, case studies, simulations, games, role-playing, or prioritization exercises. Precautions must be taken when organizing these activity-based lessons.
1. Continuous and comprehensive evaluation (CCE) assesses students on an ongoing basis throughout the year, covering both academic and non-academic areas.
2. Formative evaluation provides feedback during the learning process to improve, while summative evaluation assesses learning at the end to determine grades.
3. Educational technology helps teachers determine content and methods, and evaluate whether students have learned, playing an important role in CCE by analyzing needs, designing instruction, and providing feedback to improve learning.
The project method emphasizes learning through purposeful activities carried out individually or in groups over time. It has its origins in Dewey's philosophy of pragmatism. Key principles include learning by doing, cooperation, and psychological laws of readiness, exercise, and effect. Teachers first create a problematic situation to spark student interest. Students then plan and execute a project to address the problem, evaluating their work upon completion. While time-intensive, the project method aims to develop skills like self-confidence, critical thinking, and independent learning through hands-on experiences.
Project method is a student-centered teaching approach where students design curricula and content based on their interests. It involves hands-on, experiential learning through real-world projects conducted in natural settings. Key characteristics include developing investigative skills, encouraging social interaction, and giving students freedom and responsibility over their learning. The teacher acts as a facilitator, guiding students through planning, executing, and evaluating their projects. While time-intensive, it can enhance critical thinking, knowledge retention, and social skills if implemented effectively.
The document discusses the project method of teaching. It begins by defining the project method as a student-centered approach where students are actively involved in designing their curriculum and learning through hands-on activities. It then provides 3 key definitions of a project, lists characteristics such as encouraging investigative learning and developing social skills. The document outlines different types of individual and group projects. It concludes by discussing the steps involved in implementing a project, the teacher's facilitative role, and merits and demerits of the project method.
The document discusses the project method teaching style. It provides definitions of a project from several educators, including that it is a voluntary undertaking involving constructive effort that results in an objective outcome. The principles of the project method are that it involves purposeful and useful activities for students that allow freedom of choice. A project should be based on real-life problems and involve social development through activity, planning, and cooperation between students.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
1. From lower class to till college level all the students are doing Project method. By this PPt they can understand the procedure, steps, criteria for doing projects, merits & demerits
The project method is a teaching approach that involves assigning students a project to complete. It is based on the principles of learning by doing and learning through association, cooperation, and activity. Some key aspects of the project method are that projects should be purposeful, useful, allow student freedom, involve constructive activity, be realistic and related to students' lives, and focus on social development and usefulness to society. Students plan projects in advance to determine how, when, what, where, and why to solve problems.
CURRICULUM-DESIGN - Micro and macro.pptxGopiMecheri1
This document provides an overview of curriculum design concepts from a presentation by Dr. Sheila Marie N. Bugayong. It discusses how teachers serve as curriculum designers and should involve learners in a planned sequence of learning experiences. The document outlines Peter Oliva's 10 axioms for effective curriculum design, including that curriculum changes with the times and involves stakeholder input. It also describes the key elements of curriculum design, such as specifying intended learning outcomes, determining appropriate content and references, selecting teaching methods, and planning assessment of learning.
This document discusses project-based learning (PBL), a teaching method where students design and carry out an extended project that results in a tangible product or presentation. It is intended to make learning more active and relevant. The key points are:
1) PBL involves students planning and completing a project on a topic of their choice, rather than passively receiving information.
2) Teachers guide students and facilitate learning, while students take responsibility for their own work.
3) Projects incorporate principles like freedom, reality, activity and experience to make learning more meaningful.
4) Successful projects follow steps like planning, execution, documentation and evaluation.
It is a method of teaching in which students either work individually or in a group to achieve pre planned objectives.
This is a practical method directed and planned by students and involves all types of mental and manipulative activities, carried out under the supervision of teacher
Hilda Taba developed a 7 step model for curriculum development that emphasizes teacher involvement and a bottom-up approach. The 7 steps are: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing learning activities 7) Evaluation. Taba believed curriculum should be developed through a process that starts with identifying what students need rather than top-down imposition of objectives.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
Project method, Steps involved in project method, Criteria of a good project, Role of teacher in project method, Merits of project method, Demerits of project method
The document describes the project method, an educational approach where students learn by conducting an investigative project or long-term task. It traces the origins and development of the project method from 1900 to today. Key aspects covered include characteristics like student choice, real-world application, and a facilitative teacher role. The document also outlines types of projects, principles, procedures, roles and merits/demerits of the project method.
The document discusses three teaching methods: project method, role play, and brainstorming. It provides details on how each method works, including definitions, principles, steps, roles of teachers, advantages, and limitations.
The project method involves students working in groups to complete constructive activities related to real-life problems. It is student-centered and develops problem-solving skills. Role play allows students to take on roles and spontaneously react to situations to build empathy. Brainstorming engages students in freely generating ideas around a topic. All three methods aim to make learning more active, social, and relevant to students' lives compared to traditional lecture-based teaching.
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Teaching Mathematics with Innovative Methodsijcnes
In every society and in every age, a system of education is evolved according to its need and the temper of its times. Actually education means the development of habits, attitudes and skills which help a man to lead a full and worthwhile life. It is not just storage of information. Various teaching methods that can be adopted in colleges or higher educational institutions create a congenial learning environment in the teaching learning situations. The learner centered teaching methods are the co �operative endeavors to be followed both by the teacher and students. Such approaches remove passivity, dullness, non performance of the students. Without much difficulty, the teacher can shift his teaching strategy from lecturing to the learner- centered approaches. Teachers must have accurate knowledge of the subject, ability to bring the subject matter to the level of student understanding, self confidence, ability of expression, knowledge of evolution techniques, ability in questioning and respect for students opinion. The methods like Flanders interaction analysis, verbal interaction category system, reciprocal category system and equivalent talk category system may be employed for better teaching
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What are the disadvantages of standardizes testingumarfarooq915
Farooq Iqbal presented on the disadvantages of standardized testing. Standardized testing has not improved student learning and has correlated with declines in US education rankings globally. It can also be predictable, assuming all students start from the same level of understanding and only measures raw comprehension data rather than other skills. Additionally, tying teacher evaluations to standardized test results has incentivized "teaching to the test" rather than comprehensive learning and has narrowed curriculums. More time is also spent on test preparation rather than actual learning. While standardized testing can be a useful evaluation tool, it needs to be implemented carefully to avoid potential issues.
This document outlines the advantages of standardized tests. Standardized tests are carefully constructed tests that have uniform procedures for scoring, administration, and interpretation. This allows for comparing results across students as a performance standard. Some key benefits are that standardized tests are a standard and unbiased assessment tool, pinpoint areas for improvement, allow comparisons between schools, quickly provide results to identify students needing support, and have a positive impact on student achievement. They also train students for college entrance exams and help identify learning deficiencies.
Assessment and Evaluation in education umarfarooq915
The document discusses assessment and evaluation in education. It defines grading as evaluating student performance using scales and letters or numbers. Various grading systems are described, including percentage grades, letter grades, descriptive evaluations, and pass-fail grading. Factors to consider when grading include the purpose of grading, which systems to use, how to assign grades, reporting non-achievement outcomes, formatting gradebooks, and communicating with families. Both merits and demerits of grading systems are provided.
This document discusses the key concepts of research including:
- Research aims to establish facts or principles through careful, systematic study.
- The main aims of research are to solve problems and develop theories to predict future occurrences.
- Research methodology refers to the systematic approach used to study a research problem, including steps like defining variables, sampling, and data analysis.
- Key parts of research design include the sampling method, observational design, statistical analysis, and operational aspects.
This document provides an overview of the reference tools available in Microsoft Word, including references, table of contents, footnotes, citations and bibliography, captions, index, and table of authorities. It describes the purpose and functions of the buttons and commands for each tool, such as adding, updating, and navigating references, footnotes, tables, and indexes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. PRINCIPLE:
• A. Project method or a project has been defined in various a. e ways such as 'it is that form
of coordinated activity that's directed towards the learning of significant skill or process. It
also involves the acquisition of much useful information and inevitably inviolately affects
attitudes and interests. (Wesley)
• b. It is a problematic act carried to completion in its natural setting. (Kilpatrick)
• c. A project is a test of real life that has been imported in school. (Ballard)
3. CONTINUE….
• c. A project is a test of real life that has been imported in school. (Ballard)
• d. It is voluntary undertaking, which involves constructive CT orts or thought and
eventuates into subjective result. (Yoro’s long).
• It is a new teaching strategy and it has been evolved result of social tendency of education.
The cates are situation this opinion the education should be related to life situation hi it is
experience-centered teaching strategy. In exponent project method is W.H.: Kilpatrick. The
main focus of the strategy of socialize a child.
4. PRINCIPLES:
It involves the following principles:
Principle of utility:
The problem of study is related with life situation of the learners. Principle of readiness: The learners
are willing to perform it.
Principle of learning by doing:
Learner has to perform certain tasks in project strategy.
Learner gets freedom to work:
The learning situations are realistic.
Principle of socialization:
It develops the feeling of co-operation and group word.
5. TYPES OF PROJECT
Kilpatrick has classified the project strategies under four types:
1) In this type led Earner has to complete Artistic this type of project develops the aesthetic.
2) Taste of the learner.
3) Problem-centered-A problem is presented before the
4) Group Practice-A task is assigned in which group work learner and he has to seek the
solution of the problem. Is required to complete it.
6. STEPS IN A PROJECT
Provision situation
A situation is identified or arranged in which some problems are available with interesting ingredient
for the pupils.
2) Selection of Objectives
A teacher guides and facilitates his pupils in this phase too, to select and find out aims and objectives
of the project being selected, keeping in mind real needs of pupils.
• 3) Planning
• This is a very important step, so one must be careful in drawing a blueprint for a project. Planning
should include a few alternatives. A discussion to exchange group ideas and views is very crucial.
Suggestions must be critically examined and utilized.
7. CONTINUE….
4) Execution:
Among E group members are assigned duties in a way that t activities of their choice and
capability. No doubt, it needs patience of contributors to make it a. success. In project many
activities can be developed. They all success. In one They all knowledge growth.
5) Evaluation:
Work done on project must be evaluated by theme. (Student group) and supervisor (teacher)
as well, to locate by themes, to locate the step follies. Self-criticism is worth training giving. In
this s and objectives (pre-set) of that project are the standard performance is measured
against this standard.
8. MERITS OF PROJECT METHOD:
1) Based on Psychological Principle:
This method is based on sound psychological principles of law of readiness, law of exercise,
law of effect etc. There- I reasonable freedom provided to students for working in a Social
environment.
2) Child centered:
The approach is child-centered rather than being yet subject centered. The students work
on their self-chosen port ae the goal and purpose of working is clear to them and naturally
motivated and inclined to put their heart and soul.
9. 3) The need of all students the method provides enough opportunity for meeting the interests and
abilities of the students.
4) Promotes ethical thinking The varying into This ethos promotes habit dent to adopt the scientific
method of working of critical thinking and urges
5) Links body and mind the project method provides good opportunity for the of body and mind. It
proves coordination and integration helpful in the balanced development of physical and mental abilities
of the students.
6) Links with real life situation it is quite practical and applied method of learning. The n project chosen
correlates with the real life
10. Working at own pace execute their project within the given time-frame.
8) Democratic method
Mutt t is a democratic method of teaching since the Dray jet chosen after due deliberation of the group with
agreement and understanding. There is freedom to action according to plan chosen with freedom of thought
and arms.
9) Self-gained and durable knowledge
Our knowledge gained in this method is directly thorn. Retained the efforts of the child. Such knowledge is clear
and is rete: permanently by the students.
10) Correlates subject knowledge
With life viding the project method proves an ideal method for proved get teaching through the principle of
correlation. The student’s opportunity to correlate the curricular experiences with the day-to-day life activities.
11. Need teacher expertise
The teacher will have to be exceptionally gifted, knowledgeable as well as alert and helpful. It
expects too much from the teacher as right from providing situations and opportunity for the
selection of the project to its planning, execution and recording, teacher has to remain alert for
providing help and guidance to the students individually and in groups for the success of the
projects.
Material not available:
Textbooks and instructional materials write on these lines are not easily available.
Other problems
This method suffers from some serious limitations on account of the following practical difficulties
12. DEMERTS AND LIMITATIONS OF P'ROJECT
METHOD:
Time consuming notched is uneconomical in terms of time. It the project takes a fitting
project work into the normal, time table requires a lot of juggling.
All Syllabus cannot be covered further
It is also certain that each and every topic or contents oaf have a number of projects
simultaneously in a particularly session is neither possible nor feasible.
Costly:
Object cannot be covered through one or the other projects ND to The execution of a
project requires a lot of financial liabilities. The return in terms of the yields from a project
is generally much less than the expenditure incurred,
13. *Shortage of funds in schools. Very
high teacher-pupil ratio.
*Shortage of properly trained teachers.
Existing system of examination does
not conform to the requirements of
project method of teaching.
*Study is very vast to have any scope
for using this method.