Workshop,exibition.programmed instruction
•
0 likes•99 views
The document discusses workshops, exhibitions, and programmed instruction. It provides definitions and discusses the purpose, working methods, advantages, and disadvantages of workshops. It outlines the value, arrangement, and planning considerations for effective exhibitions. It also defines programmed instruction and discusses its principles and advantages compared to traditional instruction. The key points are that workshops bring people together to solve problems, exhibitions are an effective means of mass communication, and programmed instruction sequences learning material in small steps with feedback to guide students through new concepts.
Report
Share
Report
Share
Recommended
Workshop,exibition
The document discusses methods of teaching such as workshops and exhibitions. It defines workshops as assembled groups of 10-25 people who meet to improve skills through discussion. Workshops allow for interaction and collective problem-solving. Exhibitions are described as a means of mass communication and instruction through the display of objects to demonstrate activities and processes. Programmed instruction is also outlined as presenting material step-by-step with feedback to guide self-paced learning according to principles like small steps and immediate reinforcement. The document covers the purposes, methods, advantages and disadvantages of these teaching approaches.
Student centered teaching
The document discusses the student-centered classroom approach. It defines this approach as focusing on student learning rather than teacher teaching, and includes varied teaching methods. The approach has value in increasing student engagement, learning, and self-development skills. It is based on theories around the functions of content, the teacher's role in fostering learning, student responsibility for learning, formative assessment, and balancing power between teachers and students. The document provides examples of implementing techniques like involving students and reducing teacher talk.
Guided discovery method
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
Individualized instruction teaching method
Individualized instruction is a teaching method that bases content, instructional methods, and pacing of learning on each student's abilities and interests. It requires assessing students' backgrounds and needs, selecting appropriate content, determining strategies to meet individual needs, constant progress monitoring, and maintaining qualitative and quantitative records. The key benefits are that it is student-centric and allows students to learn at their own pace and in a way that works for them, while recognizing their varying skills and preferences. However, it also poses challenges like time constraints, large class sizes, and teacher preparedness.
Outside class learning
This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Project method
The project method is a teaching strategy where students present the results of their research on a concept or principle in a concrete form, such as a model, dramatization, or other visual illustration. It emphasizes hands-on learning and allows students to apply principles in a designed project. Some advantages are that it develops manipulative skills, tests students' creativity, can benefit weak oral communicators, and instills values like initiative while motivating continued learning. Effective use requires assigning suitable students clear objectives and carefully checking designs, materials, and supervision levels.
Methods of Teaching
The document discusses different teaching methods used in classrooms, including lectures, demonstrations, and group discussions. It provides definitions and components of each method. Lectures involve a teacher actively presenting content to passive students. Demonstrations allow for observational learning through showing a skill or procedure. Group discussions are cooperative activities where a small number of learners interact to solve a problem and reach a consensus. The document outlines the purposes, advantages, and disadvantages of each teaching method.
PROJECT METHOD
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.
Recommended
Workshop,exibition
The document discusses methods of teaching such as workshops and exhibitions. It defines workshops as assembled groups of 10-25 people who meet to improve skills through discussion. Workshops allow for interaction and collective problem-solving. Exhibitions are described as a means of mass communication and instruction through the display of objects to demonstrate activities and processes. Programmed instruction is also outlined as presenting material step-by-step with feedback to guide self-paced learning according to principles like small steps and immediate reinforcement. The document covers the purposes, methods, advantages and disadvantages of these teaching approaches.
Student centered teaching
The document discusses the student-centered classroom approach. It defines this approach as focusing on student learning rather than teacher teaching, and includes varied teaching methods. The approach has value in increasing student engagement, learning, and self-development skills. It is based on theories around the functions of content, the teacher's role in fostering learning, student responsibility for learning, formative assessment, and balancing power between teachers and students. The document provides examples of implementing techniques like involving students and reducing teacher talk.
Guided discovery method
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
Individualized instruction teaching method
Individualized instruction is a teaching method that bases content, instructional methods, and pacing of learning on each student's abilities and interests. It requires assessing students' backgrounds and needs, selecting appropriate content, determining strategies to meet individual needs, constant progress monitoring, and maintaining qualitative and quantitative records. The key benefits are that it is student-centric and allows students to learn at their own pace and in a way that works for them, while recognizing their varying skills and preferences. However, it also poses challenges like time constraints, large class sizes, and teacher preparedness.
Outside class learning
This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Project method
The project method is a teaching strategy where students present the results of their research on a concept or principle in a concrete form, such as a model, dramatization, or other visual illustration. It emphasizes hands-on learning and allows students to apply principles in a designed project. Some advantages are that it develops manipulative skills, tests students' creativity, can benefit weak oral communicators, and instills values like initiative while motivating continued learning. Effective use requires assigning suitable students clear objectives and carefully checking designs, materials, and supervision levels.
Methods of Teaching
The document discusses different teaching methods used in classrooms, including lectures, demonstrations, and group discussions. It provides definitions and components of each method. Lectures involve a teacher actively presenting content to passive students. Demonstrations allow for observational learning through showing a skill or procedure. Group discussions are cooperative activities where a small number of learners interact to solve a problem and reach a consensus. The document outlines the purposes, advantages, and disadvantages of each teaching method.
PROJECT METHOD
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.
Teaching strategies
The document discusses different teaching strategies and qualities of effective teachers. It covers a variety of teaching styles such as lecture, demonstration, facilitation, and delegation. It also outlines strategies like case studies, discussions, active learning, cooperative group learning, and autonomous learning. Overall, the document emphasizes that teaching strategies should match the objectives of the lesson and that effective teachers engage students, set clear goals, and communicate high expectations.
Laying a foundation for Differentiated Instruction
This document summarizes a workshop on differentiated instruction. It defines differentiated instruction as a way of thinking about teaching and learning as a journey towards expertise. It outlines key principles of differentiated instruction, including starting with a good curriculum, ongoing assessment, building a respectful classroom, giving students respectful tasks, and using flexible grouping. The document emphasizes that differentiated instruction involves developing complex skills over time and supports developing a unit plan focusing on what students will know, understand, and be able to do.
what is so special about Sweden, Finland, Denmark, Singapore, and Vietnam cur...
this presentation discuss what is so special about Sweden, Finland, Denmark, Singapore, and Vietnam curriculum
DISCIPLINE ORIENTED CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors-Madurai for B.Ed Trainees
Project Method
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
Didactics and the teaching of English as a FL
The document discusses key elements of teaching and learning including didactics, objectives, motivation, discipline, communication, evaluation, and teacher roles. Didactics refers to both the art and science of teaching. Objectives are important for guiding learning activities. Motivation is important for student interest. Evaluation provides information about students and course organization. Teachers play an important role through their explanations, involvement of students, awareness of student thinking, planning, informing, and managing the classroom. Elements to consider in planning include didactics, learners, aims, teaching points, procedures, materials, and classroom management.
Project Method
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
Writing Workshop Ppt
The document discusses the workshop approach to teaching reading and writing. It focuses on giving students time to read, write, talk and think, while also giving teachers time to teach mini-lessons, observe students, take notes and confer with students. The workshop method guides students to acquire new knowledge themselves, rather than teachers directly telling them information. It aims to develop student ownership over their learning by allowing them some choice over what they read and write.
1. core 3 unit 2 meaning & definition
This document discusses the meaning and definition of teaching. It provides several definitions of teaching from various thinkers such as Gage, Burton, Flander, Amidon, Brubacher, Ryans, and others. Teaching is defined as an interactive process between a teacher and student aimed at imparting knowledge, developing understanding and skills, and influencing behavior. The document also discusses three viewpoints of teaching - authoritarian, democratic, and laissez faire. The democratic view involves classroom discussions and interactions between teacher and students, while the laissez faire view involves reflective thinking by both teachers and students.
Teaching methods
The document discusses various teaching methodologies. It begins by defining what a teaching method is and discusses factors like retention rates and classroom climate. It then describes several common teaching methods like lectures, group discussions, discovery method, and games. For each method, it provides details on how the method works and lists its strengths and weaknesses. The document emphasizes that teachers should consider student abilities, available time and facilities, and class size when selecting a methodology. It also provides principles for effective teaching.
Teaching style ppt
This document discusses teaching styles and student-centered teaching techniques. It identifies three main teaching styles: discipline-centered, teacher-centered, and student-centered. Student-centered style focuses on the students, their interests and abilities, and encourages active learning. Some techniques mentioned are questioning, collaborative learning, case studies, discussions, and projects. The document argues that while all styles can stimulate learning, student-centered approaches tend to lead to better outcomes like retention and problem-solving skills. It also provides quotes on teaching and learning.
Overviewof onlineteachingandlearning
The document compares traditional and online learning theories and characteristics. Traditional learning is based on behaviorist views that knowledge exists independently of the learner, while online learning follows constructivist views that knowledge is created by the learner. Traditional learning is highly structured and teacher-centered, while online learning is learner-centered, emphasizes collaboration, and allows students to construct knowledge with the teacher as a facilitator. A key difference is that online learning provides a flexible, interactive environment that encourages participation from all students.
Academic teaching techniques
This document discusses academic teaching techniques in physiotherapy. It outlines various components of effective teaching including comprehending material, transforming it for students, collaboration, and reflection. Good teachers are passionate and keep their skills up to date. The document then covers practical teaching models, lecture planning techniques like preparing outlines and examples, using discussion and different types of questions, other techniques like seminars and tutorials, and traditional methods like chalkboards and films. It aims to describe best practices for instructing physiotherapy students.
Lecture 2 project method
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.
Project method
The document discusses the origins and key aspects of the project method in education. It traces the concept back to architectural education in 16th century Italy and engineering education in 18th century France. The project method was popularized in the US by educator William H. Kilpatrick in 1918 as a new way to teach subjects like agriculture that involved applying knowledge to practical problems. The method engages students in constructive activities carried out over several days or weeks to solve real-world problems. Projects are typically student-planned and focused on applying skills rather than just imparting knowledge.
Problem based learning
Problem-based learning (PBL) is introduced as an alternative to traditional lecture-based teaching. PBL engages students in structuring real-life problems and aims to develop problem-solving skills. It was refined in the 1960s and adopted by medical schools in the 1980s. PBL is defined as individualized learning that results from working towards problem solutions. Key principles are that understanding comes from interaction, cognitive conflicts stimulate learning, and knowledge evolves through social processes. PBL is student-centered, uses small groups, and faculty act as facilitators. Students work in groups to identify learning issues and design plans to solve problems. Recent studies show PBL improved nursing students' scores and self-efficacy in applying
Project method PPT
The document discusses the project method, which is a teaching method that requires students to present, in concrete form, the results of information gathered about a concept or principle. It takes students beyond the classroom into a natural setting to make learning realistic and experiential. The project method encourages investigative learning, problem-solving, and promotes better understanding of practical knowledge while enhancing students' social skills through interaction.
Problem Based Learning
This document discusses problem-based learning (PBL) and problem solving as methods of teaching. It defines PBL as starting with a problem or puzzle that the learner wishes to solve. The key features of PBL are that learning is initiated by a problem based on real-world situations, learners identify resources to find solutions, and learning is active and integrated. PBL is used to develop students' skills and motivate learning. The document also outlines the inductive, deductive, and combined approaches to problem solving, and discusses the advantages and disadvantages of using problem solving as a teaching method.
The 2 c 2i-1r pedagogical approaches
The document discusses the implementation of pedagogical approaches mandated by the Enhanced Basic Education Act of 2013. It provides guidance on constructivist, collaborative, inquiry-based, integrative, and reflective approaches. Examples of strategies for each approach are given, such as thinking skills and direct instruction for constructivism, online collaboration and jigsaw method for collaboration, and cyclic inquiry model and knowledge-building community model for inquiry-based learning. Suggested activities and forms of assessment are also outlined. Schools are encouraged to properly apply these approaches to curriculum implementation.
Group learning activities
facilitate group learning activities
different teaching methods which enhance the students for learning
Edci 321
This document discusses the foundations of teaching methods and the relationship between teaching and learning. It provides a history of teaching methods from traditional to modern approaches. Key points discussed include:
1. Traditional teaching methods included telling/showing and exercise/imitation. Modern philosophers advocated for learner-centered approaches including Rousseau, Pestalozzi, and Froebel.
2. Teaching and learning are interrelated processes where the teacher organizes learning and the learner actively constructs knowledge. Theories from Piaget and Vygotsky emphasized the social aspects of learning.
3. Components of the teaching-learning process include objectives, instructional strategies, resources, assessment, and addressing learner needs. The teacher
Workshop
The document discusses different teaching methods including workshops, field trips, and project methods. It defines each method and provides details on their purposes, essential features, principles, objectives, steps for organizing, roles involved, advantages, and limitations. Workshops are defined as groups of 10-25 people who meet to improve skills through discussion and practice. Field trips involve students obtaining first-hand information by visiting locations. Project methods involve students completing meaningful activities to apply and understand theories.
More Related Content
What's hot
Teaching strategies
The document discusses different teaching strategies and qualities of effective teachers. It covers a variety of teaching styles such as lecture, demonstration, facilitation, and delegation. It also outlines strategies like case studies, discussions, active learning, cooperative group learning, and autonomous learning. Overall, the document emphasizes that teaching strategies should match the objectives of the lesson and that effective teachers engage students, set clear goals, and communicate high expectations.
Laying a foundation for Differentiated Instruction
This document summarizes a workshop on differentiated instruction. It defines differentiated instruction as a way of thinking about teaching and learning as a journey towards expertise. It outlines key principles of differentiated instruction, including starting with a good curriculum, ongoing assessment, building a respectful classroom, giving students respectful tasks, and using flexible grouping. The document emphasizes that differentiated instruction involves developing complex skills over time and supports developing a unit plan focusing on what students will know, understand, and be able to do.
what is so special about Sweden, Finland, Denmark, Singapore, and Vietnam cur...
this presentation discuss what is so special about Sweden, Finland, Denmark, Singapore, and Vietnam curriculum
DISCIPLINE ORIENTED CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors-Madurai for B.Ed Trainees
Project Method
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
Didactics and the teaching of English as a FL
The document discusses key elements of teaching and learning including didactics, objectives, motivation, discipline, communication, evaluation, and teacher roles. Didactics refers to both the art and science of teaching. Objectives are important for guiding learning activities. Motivation is important for student interest. Evaluation provides information about students and course organization. Teachers play an important role through their explanations, involvement of students, awareness of student thinking, planning, informing, and managing the classroom. Elements to consider in planning include didactics, learners, aims, teaching points, procedures, materials, and classroom management.
Project Method
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
Writing Workshop Ppt
The document discusses the workshop approach to teaching reading and writing. It focuses on giving students time to read, write, talk and think, while also giving teachers time to teach mini-lessons, observe students, take notes and confer with students. The workshop method guides students to acquire new knowledge themselves, rather than teachers directly telling them information. It aims to develop student ownership over their learning by allowing them some choice over what they read and write.
1. core 3 unit 2 meaning & definition
This document discusses the meaning and definition of teaching. It provides several definitions of teaching from various thinkers such as Gage, Burton, Flander, Amidon, Brubacher, Ryans, and others. Teaching is defined as an interactive process between a teacher and student aimed at imparting knowledge, developing understanding and skills, and influencing behavior. The document also discusses three viewpoints of teaching - authoritarian, democratic, and laissez faire. The democratic view involves classroom discussions and interactions between teacher and students, while the laissez faire view involves reflective thinking by both teachers and students.
Teaching methods
The document discusses various teaching methodologies. It begins by defining what a teaching method is and discusses factors like retention rates and classroom climate. It then describes several common teaching methods like lectures, group discussions, discovery method, and games. For each method, it provides details on how the method works and lists its strengths and weaknesses. The document emphasizes that teachers should consider student abilities, available time and facilities, and class size when selecting a methodology. It also provides principles for effective teaching.
Teaching style ppt
This document discusses teaching styles and student-centered teaching techniques. It identifies three main teaching styles: discipline-centered, teacher-centered, and student-centered. Student-centered style focuses on the students, their interests and abilities, and encourages active learning. Some techniques mentioned are questioning, collaborative learning, case studies, discussions, and projects. The document argues that while all styles can stimulate learning, student-centered approaches tend to lead to better outcomes like retention and problem-solving skills. It also provides quotes on teaching and learning.
Overviewof onlineteachingandlearning
The document compares traditional and online learning theories and characteristics. Traditional learning is based on behaviorist views that knowledge exists independently of the learner, while online learning follows constructivist views that knowledge is created by the learner. Traditional learning is highly structured and teacher-centered, while online learning is learner-centered, emphasizes collaboration, and allows students to construct knowledge with the teacher as a facilitator. A key difference is that online learning provides a flexible, interactive environment that encourages participation from all students.
Academic teaching techniques
This document discusses academic teaching techniques in physiotherapy. It outlines various components of effective teaching including comprehending material, transforming it for students, collaboration, and reflection. Good teachers are passionate and keep their skills up to date. The document then covers practical teaching models, lecture planning techniques like preparing outlines and examples, using discussion and different types of questions, other techniques like seminars and tutorials, and traditional methods like chalkboards and films. It aims to describe best practices for instructing physiotherapy students.
Lecture 2 project method
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.
Project method
The document discusses the origins and key aspects of the project method in education. It traces the concept back to architectural education in 16th century Italy and engineering education in 18th century France. The project method was popularized in the US by educator William H. Kilpatrick in 1918 as a new way to teach subjects like agriculture that involved applying knowledge to practical problems. The method engages students in constructive activities carried out over several days or weeks to solve real-world problems. Projects are typically student-planned and focused on applying skills rather than just imparting knowledge.
Problem based learning
Problem-based learning (PBL) is introduced as an alternative to traditional lecture-based teaching. PBL engages students in structuring real-life problems and aims to develop problem-solving skills. It was refined in the 1960s and adopted by medical schools in the 1980s. PBL is defined as individualized learning that results from working towards problem solutions. Key principles are that understanding comes from interaction, cognitive conflicts stimulate learning, and knowledge evolves through social processes. PBL is student-centered, uses small groups, and faculty act as facilitators. Students work in groups to identify learning issues and design plans to solve problems. Recent studies show PBL improved nursing students' scores and self-efficacy in applying
Project method PPT
The document discusses the project method, which is a teaching method that requires students to present, in concrete form, the results of information gathered about a concept or principle. It takes students beyond the classroom into a natural setting to make learning realistic and experiential. The project method encourages investigative learning, problem-solving, and promotes better understanding of practical knowledge while enhancing students' social skills through interaction.
Problem Based Learning
This document discusses problem-based learning (PBL) and problem solving as methods of teaching. It defines PBL as starting with a problem or puzzle that the learner wishes to solve. The key features of PBL are that learning is initiated by a problem based on real-world situations, learners identify resources to find solutions, and learning is active and integrated. PBL is used to develop students' skills and motivate learning. The document also outlines the inductive, deductive, and combined approaches to problem solving, and discusses the advantages and disadvantages of using problem solving as a teaching method.
The 2 c 2i-1r pedagogical approaches
The document discusses the implementation of pedagogical approaches mandated by the Enhanced Basic Education Act of 2013. It provides guidance on constructivist, collaborative, inquiry-based, integrative, and reflective approaches. Examples of strategies for each approach are given, such as thinking skills and direct instruction for constructivism, online collaboration and jigsaw method for collaboration, and cyclic inquiry model and knowledge-building community model for inquiry-based learning. Suggested activities and forms of assessment are also outlined. Schools are encouraged to properly apply these approaches to curriculum implementation.
Group learning activities
facilitate group learning activities
different teaching methods which enhance the students for learning
What's hot (20)
Laying a foundation for Differentiated Instruction
Laying a foundation for Differentiated Instruction
what is so special about Sweden, Finland, Denmark, Singapore, and Vietnam cur...
what is so special about Sweden, Finland, Denmark, Singapore, and Vietnam cur...
Similar to Workshop,exibition.programmed instruction
Edci 321
This document discusses the foundations of teaching methods and the relationship between teaching and learning. It provides a history of teaching methods from traditional to modern approaches. Key points discussed include:
1. Traditional teaching methods included telling/showing and exercise/imitation. Modern philosophers advocated for learner-centered approaches including Rousseau, Pestalozzi, and Froebel.
2. Teaching and learning are interrelated processes where the teacher organizes learning and the learner actively constructs knowledge. Theories from Piaget and Vygotsky emphasized the social aspects of learning.
3. Components of the teaching-learning process include objectives, instructional strategies, resources, assessment, and addressing learner needs. The teacher
Workshop
The document discusses different teaching methods including workshops, field trips, and project methods. It defines each method and provides details on their purposes, essential features, principles, objectives, steps for organizing, roles involved, advantages, and limitations. Workshops are defined as groups of 10-25 people who meet to improve skills through discussion and practice. Field trips involve students obtaining first-hand information by visiting locations. Project methods involve students completing meaningful activities to apply and understand theories.
Induction workshop for teachers
This document provides an overview and objectives of an induction workshop for personnel without teaching skills. It aims to develop participants' capacity to plan, organize, and conduct effective teaching activities. The workshop covers topics like personality, confidence, appearance, commitment, attitude, lesson planning, teaching methods, classroom management, and minimizing undesired behavior. Participants will learn principles of teaching, how to formulate objectives, and use effective teaching methods and aids.
Workshop
A workshop is a period of discussion or practical work on a particular subject in which a group of people share their knowledge or experience.
OR
Workshop is defined as assembled group of people who share a common interest or problem. They meet together to improve their individual and skill of a subject through intensive study, research, practice and discussion.
Workshops usually consist of a knowledgeable speaker who relays their expertise in a charismatic and eloquent way. Their journey, methods, and idea may inspire the students in attendance to increase their productivity and improve their skills and ideas. They also get inspired and would to put the new concepts they learned into action. This feeling of inspiration that people usually have on leaving a workshop boosts a person’s desire to attend workshops.
😊method of Teaching😎
The document discusses various teaching methods including project method, field trips, workshops, and exhibitions. It provides definitions and characteristics of each method. The project method involves individual or group projects on a given topic. Field trips provide hands-on learning outside the classroom. Workshops allow participants to work together to solve problems. Exhibitions display skills and information to influence people. Computer-assisted instruction is also reviewed, outlining uses like drill and practice, tutorials, simulations, and research support.
methods of teaching.pptx
The document discusses various teaching methods including lectures, group discussions, seminars, symposiums, panel discussions, role plays, projects, field trips, workshops, and exhibitions. It provides definitions and outlines the key aspects of each method such as organizational procedures, roles of participants, advantages, and disadvantages. The document is intended as a reference for teachers to understand different teaching approaches and how to implement them effectively.
Classroom-Based Teaching Strategies
Uploading my report on Classroom-Based Teaching Strategies for our Methods and Strategies in Teaching Business Courses subject.
Workshop
Workshops are organized meetings that involve active participation from a group of 10-25 people. They are used to develop skills and discuss problems or innovations in a particular field. The document outlines the definition, essential features, objectives, procedures and advantages of workshops. Workshops aim to improve psychomotor skills through practical work and discussion, while developing understanding, cooperation and problem-solving abilities. They involve preparation, presentations, group work, and follow-up evaluations to assess effectiveness.
507948378-Group-II-Approaches.pdf
This document discusses different approaches to teaching social studies in elementary school. It outlines six main approaches: the constructivist approach, collaborative learning, experiential and contextualized learning, thematic method, conceptual approach, and integrative approach. For each approach, it provides a brief definition and examples of techniques to utilize that approach in teaching social studies, such as field trips, class discussions, and films for the constructivist approach. It also discusses Kolb's experiential learning theory and the three types of integrative approaches: multidisciplinary, interdisciplinary, and transdisciplinary.
PED-104-GROUP-03 final.pptx
This document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered designs. It provides details on various types of each design, including their principles, advantages, and disadvantages. For learner-centered design, it discusses child-centered, experience-centered, and humanistic designs. For subject-centered design, it covers subject, discipline, correlation, and broad field designs. For problem-centered design, it examines life-situations and core designs. The document aims to inform readers on key considerations for different curriculum approaches.
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
A buzz session is a classroom technique where students are divided into small groups to discuss an issue or task. Each group works simultaneously in the same room, creating a "buzzing" noise. To conduct a buzz session, the teacher divides students into groups in advance or on the spot, specifies each group's task, and allows 20 minutes or less for discussion. Groups then present the results of their discussion. Brainstorming is a related technique where ideas are spontaneously generated and discussed to solve a problem. It can be done individually or in groups, following rules to encourage wild ideas and avoid criticism.
Methods of teaching
this presentation was prepared by debjani dasgupta and susmita gupta,b.sc nursing student,govt.c.o.n,bsmc,wb
College strategies of home eco
This document outlines the objectives and strategies for teaching home economics. For grade 4, objectives include responsibilities to oneself and family, basic knowledge of agriculture and handicraft tools, and simple food preservation and sewing. Grade 5 focuses on further knowledge and skills to improve family and community life through work ethics and various types of work. Grade 6 develops interest in different jobs and home management. Teaching strategies discussed include discussion, panel forums, debates, lectures, laboratory methods, problem-solving, and project-based learning through individual, family and community experiences.
Teaching method
The document discusses various teaching-learning methods including lectures, demonstrations, discussions, and seminars. It provides guidelines for selecting teaching methods, outlines the components and purposes of lectures, and describes how to effectively deliver a lecture. Advantages and disadvantages of different methods like lectures, demonstrations, and discussions are also highlighted. The document emphasizes active participation of students to promote learning.
Learning styles
This document discusses learning styles and teaching strategies. It defines learning styles as a student's preferred way of thinking, processing, and understanding information. The document outlines several learning style models, including the VARK model which categorizes students as visual, auditory, reading/writing, or kinesthetic learners. It recommends that teachers incorporate strategies that appeal to all learning styles, such as using visual aids, role playing, and interactive activities. The document also discusses principles of effective teaching, including setting clear learning outcomes, presenting material clearly, engaging students actively, and displaying enthusiasm.
Lesson plan 2nd class
A lesson plan has several essential components:
1. Learning objectives that specify what students will learn and be able to do by the end of the lesson.
2. A warm-up or review activity to introduce the lesson and connect it to prior learning.
3. An introduction that focuses students' attention on the lesson objective and relates it to their lives through specific activities.
4. A presentation that introduces new topics and checks student comprehension.
Learning and Teaching
Various techniques of teaching such as colloquium, heuristic method, collaborative and cooperative learning
M.Ed Teacher Education's Topic--STRATEGIES FOR PROFESSIONAL DEVELOPMENT OF TE...
M.Ed Teacher Education's Topic--STRATEGIES FOR PROFESSIONAL DEVELOPMENT OF TEACHERS THROUGH WORKSHOP AND SEMINAR
Strategies for professional development of teachers through workshop and seminar
Teacher Education sub Topic at M.Ed Level " Strategies for professional development of teachers through workshop and seminar"
Integrative Teaching Strategies (ITS)
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
Similar to Workshop,exibition.programmed instruction (20)
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
M.Ed Teacher Education's Topic--STRATEGIES FOR PROFESSIONAL DEVELOPMENT OF TE...
M.Ed Teacher Education's Topic--STRATEGIES FOR PROFESSIONAL DEVELOPMENT OF TE...
Strategies for professional development of teachers through workshop and seminar
Strategies for professional development of teachers through workshop and seminar
More from ITM UNIVERSITY,GWALIOR
6. therapeuticdiet.pptx
The document discusses therapeutic diets for various medical conditions. It begins with an introduction to therapeutic diets and then describes sample diets for conditions like cardiovascular disease, chronic renal failure, diabetes mellitus, fever, constipation, and diarrhea. It also discusses naturopathy diets and principles. The learning objectives are to explain therapeutic diets and naturopathy diets and understand dietary plans for various medical conditions. Sample menus and dietary guidelines are provided for different diseases.
Vitamin.pptx
Vitamins are essential nutrients that the body needs in small quantities to function properly and stay healthy. This presentation on vitamins will be given by Dr. Sudharani B Banappagoudar, a professor at SONS. The presentation will likely discuss the different types of vitamins, their functions, dietary sources, and the effects of vitamin deficiencies.
Protein Energy Malnutrition.pptx
Protein energy malnutrition (PEM) refers to deficiencies in energy and protein. It affects children, women, and adult males from disadvantaged communities. The main forms are kwashiorkor, marasmus, and marasmic kwashiorkor. Kwashiorkor is characterized by edema, growth failure, and mental changes in children aged 1-3 years after weaning. Marasmus occurs in children under 2 years and involves extreme wasting. Treatment involves providing a diet with adequate energy and protein, vitamin/mineral supplements, oral rehydration for diarrhea, and infection control. Supplementary feeding programs aim to improve nutrition, including mid-day meals in schools, special nutrition programs for vulnerable groups, and balwadi
Unit 2 Carbohydrates
The document discusses carbohydrates and their digestion. It begins with an outline of the topics to be covered, including carbohydrate types, digestion, absorption, metabolism, sources, functions, recommended daily allowance, and deficiency. It then provides details on carbohydrate composition, classification into monosaccharides, disaccharides, oligosaccharides and polysaccharides. The digestion and absorption process of carbohydrates is summarized, from the action of salivary amylase in the mouth to pancreatic and intestinal enzymes that break down carbohydrates into absorbable monosaccharides like glucose. Fiber is also discussed, including its soluble and insoluble types, sources and roles in the body.
History and concepts of nutrition
The document provides an introduction to nutrition including its history, concepts, and objectives. It discusses key topics such as the basic functions of nutrients, the discovery of vitamins in the early 20th century, and definitions of related terms like nutrition, dietetics, food, and diet. The objectives are to describe basic nutrition concepts, factors influencing food choices and needs, the role of research in understanding nutrition, and the relationship between nutrition and health.
Food laws in India
The document summarizes key Indian food laws and regulations. It discusses the Prevention of Food Adulteration Act 1954, which establishes food standards and safety procedures. Other laws covered include the Fruit Products Order 1955, Meat Food Products Order 1973, Vegetable Oil Products Order 1947, and Milk and Milk Products Order 1992. The Food Safety and Standards Authority of India (FSSAI) is introduced as the main regulatory body that frames food rules and ensures safety. The objectives of FSSAI include setting science-based standards, regulating food manufacture and distribution, and promoting awareness of food safety.
Calorie
The document provides an overview of nutrition and biochemistry concepts including calorie, basal metabolic rate (BMR), and factors that affect BMR. It defines a calorie as a unit of energy and notes that fat, protein, and carbohydrates contain different calories per gram. BMR is described as the minimum energy needed to maintain basic body functions like circulation and respiration, accounting for about 60% of daily energy expenditure. Factors that influence BMR include nutritional state, body size, composition, hormones, temperature, and drugs. The document outlines how BMR is measured and clinical applications.
Role of nutrition in mantaning health and nutritional problems in India
1) The document discusses the role of nutrition in maintaining health and nutritional problems in India. It defines nutrients as substances required by the body to perform basic functions that provide energy, contribute to body structure, and regulate chemical processes.
2) Several major nutritional problems in India are outlined, including low birth weight, stunting, wasting, and deficiencies in vitamins and minerals. The causes of malnutrition in India include factors like population growth, agriculture, diseases, cultural beliefs, and illiteracy.
3) The document provides learning outcomes for understanding nutrition and nutritional problems in India, and references materials for further information.
Elements of Nutrition
The document discusses the key elements of nutrition including carbohydrates, proteins, fats, water, and vitamins and minerals. It provides details on each of the six classes of nutrients, their functions, and food sources. Carbohydrates provide the body's main source of energy and include starches, sugars, and fiber. Proteins are used for building muscles, blood, and organs and contain amino acids. Fats serve as an energy source and insulate the body. Water makes up 60% of the body and is essential for all functions. The document also outlines the objectives and learning outcomes of the topic.
Micronutrients
The document summarizes a lecture on micronutrients. It defines micronutrients as vitamins and trace minerals that are needed by the body in small amounts. The document lists different micronutrients including vitamins A, D, E, K, B, C and various minerals. It provides examples of food sources and functions of each micronutrient. In less than 3 sentences, the document discusses micronutrients, lists some examples, and states they are required by the body in small amounts.
Factors of malnutrition
This document summarizes a lecture on factors of malnutrition. It discusses the key determinants and factors affecting nutritional status like socioeconomic factors, cultural practices, maternal malnutrition, and frequent infections. It also outlines the role and classification of foods based on their origin, chemical composition, nutritional value and functions. The objectives are to describe the determinants of malnutrition, factors affecting nutritional status, roles of foods and classification of foods.
1.Uterus and Fallopian Tube.pptx
This document provides an overview of a lecture on the female genital system. It discusses the external and internal genital organs, including the mons pubis, labia, clitoris, vestibule, vagina, uterus, fallopian tubes, and ovaries. It describes the structure, blood supply, nerve supply, and relations of these organs. The learning outcomes are to explain the structure of the uterus and menstrual cycle. The document includes references for additional information.
5. Abnormalities of fallopian tube, uterus.pptx
The document discusses abnormalities of the fallopian tubes and uterus. It describes various congenital anomalies that can affect the fallopian tubes, including aplasia, atresia, hypoplasia, and accessory horns or ostia, which can cause infertility or ectopic pregnancy. Congenital anomalies of the ovaries are also reviewed, along with paraovarian cysts and other cysts that can develop from embryonic remnants. Abnormalities of the uterus discussed include transverse vaginal septums and double uteri. The learning outcomes focus on explaining these abnormalities of the fallopian tubes and uterus.
7 CONGENITAL ANAMOLIES OF UTERS AND CERVIX.pptx
The document provides information about congenital anomalies of the uterus and cervix. It discusses various types of anomalies that can occur due to incomplete fusion of the paramesonephric ducts or dissolution of the midline fusion, including uterus didelphys, bicornuate uterus, septate uterus, and unicornuate uterus. It notes that these anomalies can cause issues like infertility, early pregnancy loss, dysmenorrhea, and dyspareunia. The document provides details on associated conditions, diagnostic evaluation, clinical manifestations, epidemiology, and treatment considerations for congenital anomalies of the female reproductive system.
4.DMC.pptx
The document discusses disorders of menstruation, including dysmenorrhea and DES anomaly. It provides details on:
- The definition, types, causes, risk factors, pathophysiology, and treatment of primary and secondary dysmenorrhea. NSAIDs and oral contraceptives can help treat dysmenorrhea.
- DES anomaly occurred in females exposed to DES in the womb and can cause uterine abnormalities. Diagnosis involves imaging like ultrasound, MRI and hysterosalpingography. DES anomaly is associated with infertility, dysmenorrhea and obstetric risks.
- Surgical treatment before pregnancy may help some uterine anomalies. During pregnancy, monitoring and preventative measures are used, and
2. Ovaries.pptx
The document discusses the structure and development of the ovaries. It begins with an introduction to obstetrics/gynecology and the objectives of understanding ovarian structure and development. It then describes the ovaries' location, structure including layers like the tunica albuginea and stroma, and relations to other organs. Development is explained starting from the millions of primordial follicles present at birth down to the 400 eggs that mature over a woman's lifetime. The lecture concludes with an exercise, learning outcomes, and references.
10.04.20 SEXUAL HEALTH.pptx
This document provides an overview of a nursing lecture on human sexuality and sexual health. It defines key terms like sex, gender, sexuality, and sexual orientation. It discusses sexual rights, health, development across the lifespan, and common issues like sexually transmitted diseases and factors influencing sexuality. The lecture also outlines major contraceptive options and common sexual dysfunctions.
6.Indifferent embryo
This document provides an overview of the development of the female reproductive system from an indifferent embryo stage through the formation of the internal and external genital organs. It discusses how in early development, the embryo possesses two pairs of genital ducts and is sexually indifferent. Later, the müllerian ducts form the internal female organs like the uterus and fallopian tubes, while the external genitalia are formed from other structures. The lecture aims to explain reproductive tract anomalies that can result from disturbances during embryonic development of the female reproductive system.
16.04.20 disordersofmenstruation.pptx
This document provides information about disorders of the menstrual cycle. It discusses amenorrhea, which is the absence of menstrual periods, and outlines its various causes including natural states, contraceptive use, medications, lifestyle factors, and hormonal or structural issues. Signs and symptoms of amenorrhea are described. The diagnostic process and treatment options for restoring normal menstruation are also outlined. The document then discusses premenstrual syndrome, including common symptoms, potential causes, and treatment approaches like antidepressants, NSAIDs, diuretics, and lifestyle modifications.
3.Menestrual Hygiene.pptx
This document provides an overview of the menstrual cycle in 3 phases - the menstrual, proliferative, and secretory phases. It defines key terms like menarche and menopause. The menstrual phase involves menstruation and lasts 1-4 days. The proliferative phase involves follicle development under FSH stimulation. Ovulation occurs in the proliferative phase. In the secretory phase, the corpus luteum forms and produces progesterone to prepare the uterus for potential implantation.
More from ITM UNIVERSITY,GWALIOR (20)
Role of nutrition in mantaning health and nutritional problems in India
Role of nutrition in mantaning health and nutritional problems in India
Recently uploaded
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Recently uploaded (20)
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Workshop,exibition.programmed instruction
- 1. FACULTY OF NURSING SCIENCES BY- MRS SUDHARANI
- 2. Workshop
- 3. INTRODUCTION: meeting,Workshop is a experienced people come during together which with • experts and consultants to find solutions to problems, that have cropped up in the course of their work. • The workshop provides each participant opportunity to improve his effectiveness as a professional worker.
- 4. Workshop is a large number of people belonging to a particular of discipline or allied disciplines collect together to take up specific issues and problem for making recommendations for future action. DEFINITION:
- 5. Workshop is defined as assembled group of 10 to 25 who share a common interest or problem. They meet together to improve their individual and skill of a subject through intensive study, research, practice and discussion.
- 6. PURPOSE: 1. It helps to improve the knowledge 2. It improves an opportunity for learning 3. It helps in evolving policies, programs and methodologies 4. It provides more interaction and discussion from the participants 5. It is collective thinking process to solve the problems 6. It helps participants to express freely and exchange ideas
- 7. WORKING METHOD OF WORKSHOP: 1. Free choice of personal objectives 2. Preliminary reading assignments 3. Clarifying sessions 4. Practical exercises 5. Group presentation 6. Next working day preview 7. Individual consultation 8. Formative evaluation
- 8. ADVANTAGES: 1. Training programme helps to reach aim of educational point 2. It improves learning activities DISADVANTAGE: 1. It is time consuming 2. It need constant supervision 3. It need manpower and enough material 4. It is mostly learning activity
- 10. INTRODUCTION: Exhibition are familiar items in our environment today. When we go round an exhibition, our attention is often focused on a group of objects and materials that are displayed according to a deliberate plan.
- 11. VALUE OF EXHIBITION: 1. It is one of the effective mode of mass communication and instruction on a largescale 2. Self activity is fostered on part of those who take part 3. Outcome of different activities and process are well understood 4. Team spirit is encouraged 5. Parents and visitors can have an idea of the work done by the student
- 12. ARRANGEMENT: 1. Popular, difficult and easier type of exhibit must be kept intermixed 2. Too many exhibit should not be kept in room 3. Exhibit must be kept in a well lighted place 4. It is better to put one single idea in an exhibit 5. Colorful and moving exhibits will attract the attention 6. Entire campus should be clean and should present a festive appearance
- 13. PLANNING: 1. Put only one centre idea 2. Place your exhibit where it is easily viewable 3. An exhibit is seen not read 4. Make your label short and simple 5. Labels should be uniform and legible 6. Motion attracts attention
- 15. INTRODUCTION: A Programme is a device to control the student’s behavior and help them to learn without the direct supervision of a teacher. Instruction is the purposeful, orderly, controlled sequencing of experiences, to reach a specified goal.
- 16. Programmed Instruction is the presentation of material in a step by step procedure with knowledge of results and the possibility of different courses through instruction. Burrhus Frederic Skinner (1904-1990)
- 17. DEFINITION: Smith and Moore (1962) Programmed instruction is the process of arranging the material to be learned into a series of sequential steps, usually it moves the students from a familiar background into a complex and new set of concepts, principles and understanding.
- 18. Jacobs and others (1966) Self- Instructional educational materials from which programmes are the students learn. These programmes can be used with many types of students and subject matter, either by themselves, hence the name “self- instruction” or in combination with other instructional techniques.
- 19. PRINCIPLES OF PROGRAMMED INSTRUCTION: 1. Principle of small steps 2. Principle of active responding 3. Principle of immediate reinforcement 4. Principle of self- pacing 5. Principle of student- testing
- 20. ADVANTAGES OF PROGRAMMED INSTRUCTION: 1. Student is kept active and alert 2. Teacher gets relieved of doing ordinary jobs and he/she can play other role 3. Social and emotional problems can be eliminated 4. Programmed instruction makes learning interesting 5. Every student can work at his own place 6. More complex of the concept can be known.
- 21. ANY QUESTIONS ?