Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
- 1. UNIT III Approaches of Teaching
- 2. Lesson Plan and Unit Plan Lesson plan: • A lesson plan represents a single teaching unit meant for a class period. • Outline of the important points of the lesson arranged in order in which they are to be presented to students by the teacher – Good. • A lesson plan is “ A plan of Action” – Stands • Lesson plan is a teacher’s mental and emotional visualization of class room activities.
- 3. Need • Through lesson plan, the teacher regularly achieves the teaching objectives and process in the form of complex objectives and processes. • A lesson plan develops the possibilities of adjustment in the classroom situation which makes the teaching effective. • A lesson plan helps in calling every step of curriculum unit. A lesson plan helps in planning the process of teaching on the basis of class control, motivation and individual differences.
- 4. Importance of the Lesson plan •The teaching process may be carried out systematically. •It directs the teacher to follow the sequential path in teaching concept. •It gives confidence to teachers in teaching. •It guides the teacher. •It gives overall idea about the expected behavioural change •It provides facility to make the behavioural outcomes measurable. •It gives answers for the questions.
- 5. Advantages: • It is help for psychological teaching: The teacher uses proper teaching strategies, techniques, tactics and instruments keeping in mind the interests, aptitudes and needs. • It is based on the previous knowledge of the teacher. • It is a means for developing teaching skills: • Helps for determination of activities • Used for preparation of materials • Limits the subject matter • Use of theoretical knowledge in training • Teaching from memory level to reflective level • Discipline in class, Teaching with confidence • Economy of Energy & Time
- 6. Important features of a good lesson Plan Aims should be achieved Should answers the following questions •Why do you teaching? •What do you teach? •How do you teach? It must be a student centered plan of action. It must gives clear instructions It should provides close monitoring It should be cultural sensitivity
- 7. Characteristics of a good lesson plan 1. Objective based 2. Decision about appropriate material aids 3. Based previous knowledge 4. Division of lesson plan in units 5. Simplicity of activities 6. Determination of activities 7. Home work 8. Self-evaluation 9. Use of illustration 10. Use of blackboard
- 8. Steps in Lesson Planning Six formal steps: Herbart J.F. Presentation Recapitulation Generalization Comparison or Association Introduction /Motivation Application
- 9. Steps in Lesson Planning •Introduction/Motivation • It is the preparatory step • It is used to prepare the minds of the students ready to receive the new knowledge of the subject matter. • Identifies the mental readiness and the entering behaviour of the student. • Used to testing the previous knowledge. • Utilizing the previous knowledge for introducing the lesson. • Motivating the students for studying the present lesson
- 10. Presentation • Here the actual process of teaching is going to take place. • Aims of the lesson should be stated clearly and the heading should be written on the blackboard. • To make the concepts understandable to the students. • Simple lang. is recommended. • Examples should be given. • Asking questions to make them to be with interest. • We have to provide situation for both the teacher and the students to participate in the process of teaching and learning.
- 11. Comparison or Association • Give importance to compare the facts observed by the students. • By using this comparison, the students can derive definitions or thesis. • To compare the facts observed by the students with another concept by way of giving examples. • The students are encouraged to give new suitable examples for the concept instead of the examples given in the book to make them think in an innovative manner.
- 12. Generalization • The lesson plan makes the students to understand the concepts and through which generalization are possible. • This step is concerned with arriving at some general ideas or drawing out the necessary conclusions by the students on the basis of the different comparisons, contracts and associated observed in the learning material present by the teacher.
- 13. Application • The teach makes the students to use the understand knowledge in an unfamiliar situation. • The teacher guides the student to apply the studies in his /her day today life. • Unless the knowledge of science is applied in new situations or in our day-to-day life, the study of science will become meaningless.
- 14. • Recapitulation • This stage is meant for the teachers to know whether students have grasped by reviewing a lesson or by giving assignments to the students. • Used to know whether the students have grasped and understood the concepts taught or not. • Only thro’ this step, achieving closure is possible.
- 15. Format of a Typical Lesson Plan Introductory Phase Presentation Phase Culminating Phase
- 16. Introduction or Motivation Announcement of Aim Introductory Phase
- 19. Teaching • Teaching is a complex process that brings a socially desirable behavioural change in a person. • In traditional concept, teaching is the act of imparting instructions to the learners in the classroom situation. • But in modern concept, teaching is to cause the pupil to learn and acquire the desired knowledge, skills and also desirable ways of living in society. • It is a process in which learner, teacher, curriculum and other variables are organised in a systematic and psychological way to attain some pre-determined goals.
- 20. • Ryburn’s view: “Teaching is a relationship which keeps the child to develop all his powers.” • Burton’s view: “Teaching is the stimulation guidance, direction, and encouragement of learning.” • Smith’s view: “Teaching is a system of actions intended to produce learning.”
- 21. Objectives of Teaching Concept To bring desired changes in pupils. To shape behaviour and conduct. Acquisition of knowledge To improve the learning skills of students. Formation of belief. To provide a social and efficient member of society.
- 22. Nature of Teaching: Dynamic, Social, and Humane Both Art and Science Diverse in Application
- 23. Nature and Characteristics of Teaching Nature of Teaching: • Dynamic, Social, and Humane: Teaching is not a fundamental concept because it is greatly influenced by social and human factors that are dynamic in themselves. • Both Art and Science: Teaching is both art and science. It calls for the exercise of talent and creativity making it an art and involving repertoire of techniques, procedures, and skills that can be studied systematically, described and improved making it science. • Diverse in Application: In application, teaching is of diverse nature. It may have various forms as formal, informal, directional, instructional, formational, training, conditioning, indoctrination, talking, showing, doing, remedial, etc.
- 24. Characteristics of Teaching: System of actions Professional activity Subjected to analysis and assessment Interactive process Specialized Task Collection of various modes and Humane
- 25. • System of actions: • Teaching is a system of actions varied in form and related to content and pupil behaviour under the prevailing physical and social conditions. • Professional activity: • It is a professional activity involving a teacher and student with a view to the development of students’ personality. Professionalism helps students in being regular and making harmony with their objects towards those they are concentrated.
- 26. • Subjected to analysis and assessment: Teaching can be analysed and assessed. analysis and assessment provide feedback for further improvement. • Interactive process: Teaching is highly dominated by communication skills. Teaching is an interactive process carried with purpose and objectives. • Specialized Task: It is a specialized task and may be taken as a set of skills for the realization of certain objectives. • Collection of various modes: Teaching is a collection of various modes of itself. It is a broader term. Terms like conditioning, training, instruction, indoctrination denote a kind of teaching. • These are various modes of teaching contributing to teaching.
- 27. Goals of Teaching • The aims of teaching concept with respect to its various modes are as follows- Teaching – To bring changes in the behaviour of students. Conditioning – To improve the learning skills of students. Training – Shaping behaviour and conduct. Instruction – Acquisition of knowledge. Indoctrination – Formation of belief.
- 29. Levels of Teaching • We all know that teaching is a purposeful activity. Through teaching, a teacher brings a desirable change in the learners. Both the concepts of teaching and learning are interrelated to each other. • The development of the all-round personality of the learner is the final goal of teaching and learning. • Teachers teach students at three levels. • They have to keep in mind about the developmental stage of the learners so that desired educational objectives can be achieved. These three levels are as follows.
- 31. Memory Level of Teaching (MLT)
- 32. Memory Level of Teaching (MLT) • It is the first stage of teaching to get factual information. • The objective of the Memory Level of teaching is just to impart information or knowledge to the learner. • Memory Level of teaching covers only the knowledge-based objective of Bloom’s taxonomy where the students learn to identify, recall, or remember the objects, events, ideas, and concepts and retain them in memory.
- 33. Herbartian model of Memory Level of Teaching (MLT) • This model consists of five main steps Focus Syntax Social System Support System Evaluation
- 35. To train memory discipline To acquire factual information To retain the learnt material for longer time To recall or produce and recognize the learned material
- 36. • The structure of the model is developed by five formal steps of Hebert. • These steps form the presentation of the content. Application Generalization Comparison and Abstraction Presentation Preparation
- 37. • It is to bring into consciousness relevant ideas of the subject matter. • A teacher plans about the presentations of the content.
- 38. Presentation
- 39. Presentation • The new ideas of knowledge of content is imparted. • It may be linked with earlier knowledge of the students. • The following activates are involved in the following activities: A definite work A definite structure of teaching activities Imparting Specific Content
- 40. Comparison and Abstraction • Here the teacher attempts to compare between new system, new facts and new ideas to identify similarities among new facts.
- 41. • Here the teacher generates the situation so that students are able to point out similarities of elements of new ideas and knowledge. • The changing of learning aids in generalization. • The rhythm and recitation methods are used at this stage.
- 42. • Now the teacher creates situations or problems. • It is very useful for the students to use the memorized facts for the further facts. The logic gates are used in computers input.
- 43. Social System
- 44. Social System • It consists of authorization behaviour. • The teacher is more active and his main job is to structure and to present the content systematically and logically in the class. • The learner is a passive listener in the classroom. • He has to memorize and reproduce the content. • The students activities are directed by the teacher. • The students have to carry out instructions of the teacher and they cannot initiate in the classroom. • The system is such that teacher and they can teach even wrong thing to students. • At this level the form of motivation is purely extrinsic. • The teacher provides motivation through reward and punishment, verbal praise. The learner is motivated or reinforced continuously while he learns better.
- 45. Support System • It requires some supportive devices to make it more effective • More meaningful material should be used to present at this level. • The subject matter should made definite in its structure. • The audio-visual aids may be used to involve more sense and make sense and make the content interesting for learner. • The content should be specified and presented in an observable form.
- 46. Evaluation System • The Evaluation is an indispensable aspect of teaching because it provides evidences about the realization of goals of the teaching model. • Oral tests for measuring the retention of learned material. • The objective test of recall and recognition.
- 47. Suggestions for effective memory level Teaching • Rhythmical Repetition of the subject matter • Frequent recall or reproduction of content. • Avoiding fatigue factor in presentation • Using whole part method. • Definite structure of the Material • Meaningful teaching content • Integration of the content • Continuous reinforcement • Drill or practice for retention
- 48. Merits of memory level teaching • Useful for children at lower classes. • This is because of their intellect us under development and they have a rote memory. • The role of the teacher is important in this level of teaching and he is free to make choices of subject matter, plan it and can present it at will. • The knowledge acquired at memory level teaching forms a basis for the future i.e. when student’s intelligence and thinking is required. • Memory level teaching acts as the first step for understanding and reflective levels of teaching. It is pre-requisite for understanding level teaching.
- 49. Demerits of memory level teaching • This does not contribute to the development of the student’s capabilities. • Since at this level student learns by rote, the knowledge gained does not prove helpful in real life situations as it does not develops the talents of students. • The pupils are kept in strict discipline and cramming is insisted on this teaching. • Intelligence does not carry any importance in this type of teaching and it lacks motivation
- 50. Level
- 51. Meaning of understanding Seeing relationship Seeing the tool use of facts Harmonizing well with cognitive field outlook Seeing both relationship and tool use A generalized insight
- 53. Full Understanding • Factual Information True Understanding • Conveys the meaning of a concept Functional Understanding • Application of facts, principles and concepts
- 54. Morrison’s Model of Understanding level Focus Syntax Social System Support System Evaluation System
- 55. • To have the mastery over the concept. • This is idea centered. • To provide substantial knowledge or subject - matter • To encourage adaptive responses or true adaptation.
- 56. Exploration Presentation Assimilation Organization Recitation
- 57. Presentation
- 58. Exploration • It involves testing, questioning to explore initial learning of the students. • It provides apperceptive sequence where he should start. • It intends to assist teacher to arrange subject-matter in psychological sequences. • A third role of explorations orientation of teacher to decide how is a new unit to be approached or presented.
- 59. Presentation
- 60. Presentation • Teacher presents the new content into small units, he attempts to maintain continuous rapport with the students in the class. • The teacher tests the students to diagnose or observes how many students fail to grasp the presented content. • If necessary, the presentation is repeated. • Teachers should not proceed towards the new unit until most of the students fully understand. • Some material can be presented three times. • Teacher is more active in this step.
- 62. • The purpose of assimilation is the roughness of subject-matter. • The students are more active in this step. • They do much work, assignments and to consult source materials. • The work of the students in this step is highly individualized. • The assimilation period basically is the time of supervised study. • The teacher and the students are more active. • The main object of assimilation period is for students to see numerous particulars in relation to the generalization on which the unit is based. • A mastery test is also administered at the end of assimilation. If students can not pass the test, they are asked for further assimilation.
- 63. Organization
- 64. • An organization provides an apperceptive sequence. When student passes a mastery test and thus terminates a period of assimilation and moves towards the organization step. • It involves the following operations: • It is to determine whether he can reproduce the essentials of the unit in writing without any help. Morrison refers to this as a period of organization. • It is especially essential inspects of extensive content which include a large number of elements in one learning unit.
- 66. Recitation • The activities are involved in Recitation: •Each student presents orally before the teacher and his classmates. •Morrison plans for mastery recitation. He plans daily recitation. •Recitation may take the form of a written paper.
- 68. Social System Essential qualities of a teacher • The teacher should be a democratic teacher • He has to act as a leader of the group. • He has to guide and motivate students. • His efforts should be of discovering and mastering the truth. • His behaviour should be flexible, dynamic and mastering truth. • He should have full faith in the learners. • Source of motivation is intrinsic and personal involvement of a teacher. • Teacher’s job is to create a need among the students to acquire understanding of new concepts. • Teacher should encourage the students with verbal praise and approval of their correct responses.
- 69. Support System
- 70. Support System • The teaching aids should be used at persecution stage. • So that it may be repeated several times • Audio visual aids and other devices may be used for an effective presentation. • The subject matter can be gathered from various sources. • The material may be provided to the learners. • Teacher’s proper supervision is very essential. • The opportunity should be given to practice the learnt material according to their own.
- 71. Evaluation • The essay and the objective type tests are used for evaluating the outcomes of this model. • The multiple choice and analogy type items are best items for measuring the understanding of the students. • Mastery recitation is an evidence for the support of this model of teaching.
- 72. Merits Demerits
- 73. Merits • At this level of teaching students to make use of their thinking abilities. • Knowledge acquired at this level forms the basis of the reflective level of teaching. • Here the teacher presents subject matter before the students in an organized and sequential form. • The new knowledge acquired is related to the previously acquired knowledge. • Here the students do not learn by rote. Here they learn by understanding the facts and information and their use and purpose.
- 74. Limitations • This model fails to pay due attention on human behaviour. • Needs motivation for personal involvement. • Too much important for reflection. • Needs to promote ‘level of aspiration’ of the class. • Teaching at this level is subject centered. There is no interaction between the teacher and students at this level. • This type of teaching mastery ie emphasized.
- 76. •The teacher should move towards understanding level of teaching when the students pass out the memory test. •Steps should be followed systematically. •Teacher should give the test of presentation to move the next step of assimilation. •After mastery test, he should move towards organization or recitation step. •Teacher should have personal involvement in teaching. •The teacher should identify the problems of organization and presentation and provide the solutions for them.
- 77. Reflective Level Teaching •It is problem centered. • the learner examines the facts and generalization and seeks out new one. •Memory and understanding are the prerequisite for this level of teaching.
- 78. Bigge and Hunt teaching Model • This reflective level of teaching tends to develop the classroom with alive, exciting, more critical and penetrating, more open and original thinking.
- 79. Steps:
- 80. • To develop the ability of problem solving • To develop the critical and creative thinking • To enable the students for independent or critical thinking
- 81. •This is based on the nature of the teaching. •2 types of problem involved in this. Personal and Social problem •Two approaches in solving the problem. •Dewer’s Problematic Situation •Kurt Lewin’s Problematic Situation
- 82. Dewy's problematic Situation •It has two types. Non - Path Situation Forked Path Situation A Forked Path Situation b
- 83. Non - Path Situation P O G Personal Obstacle Goal • A person is perceiving obstacles in achieving goal, and if there is no way or path to overcome the obstacles. • So we can termed as ‘Non-Path Situation. • Here there is a problematic situation. • In this situation, he will learn by solving it by using his own insight.
- 84. Forked - Path Situation - A P G2 Person Goals • A person has 2 equally attractive goals (G1 and G2). • He can choose either one of the two goals. • This is termed as “Forked Path Situation”. • This type of situation creates tension in the person or learner. • Thus the problematic situation is created before the learner. • He can finds the solution by using his original thinking and ability. G1
- 85. Forked - Path Situation - B P Path 2 Person Goals • In this there is one goal with two equally attractive paths. • Here, there is a problem of selecting one either of the two paths. • Independent efforts can solve this problem and tension of the learner. Path 1 G
- 86. Kurt’s Lewin Problematic Situation • In this, a person has a goal. • His behaviour is controlled by his goal. • He has a psychological and social region and life space. • The situation of goal and person creates tension. • There are three types of conflicting path situation. Type - I Type - II Type - III
- 87. TYPE _ 1 P Type I + a + b Positive Valence
- 88. TYPE _ II P Type II - a - b Negative Valence
- 89. TYPE _ II P Type III Vb - b Positive and Negative Valence + a
- 90. •These situation creates tension in the learner. •But he has to find the solution of the problem. •The main task of the teacher is to create a problematic situation and give tentative solution to the learner. •Teacher should encourage the student to have more than one hypotheses for the problem. •These are based on the original thinking of the learner.
- 91. Support System •Learner should be helped by social awareness and social values to feel the need of the problem. •Encouraged to formulate the hypothesis. •This is the only way to for personal involvement and high level aspiration. •Should collect evidences for the verifications. •This will lead for drawing conclusion.
- 92. Evaluation •Essay type test should be problem solving form, discuss, comment, evaluate.
- 93. Merits of reflective level teaching •The teaching at this level is not teacher-centered or subject-centered, it is leaner-centered. •There is an interaction between the teacher and the taught at the reflective level teaching. •At this level, teaching is appropriate for the higher class. •At this level, teaching is highly thoughtful and useful than the teaching at the memory or understanding level.
- 94. Demerits of reflective level teaching •Not suitable for small children at the lower level of teaching. It is suitable only for mentally matured children •At this level, the study material is neither organized nor pre-planned. Therefore students cannot acquire systematic and organized knowledge of their study courses.
- 95. Evaluation • The teachers can adopt internal and external methods of evaluation to assess whether their transaction is proper according to the pedagogy of teaching in science classrooms. •So, the objectives, learning experience and evaluation are the three interrelated and interdependent aspects in the teaching learning process.