Teaching Learning Strategies
Download as PPTX, PDF26 likes17,856 views
The document discusses various teaching-learning strategies including microteaching, team teaching, experimental learning, programmed instructions, and simulation teaching. Microteaching involves teaching short lessons to small groups of students with a focus on developing specific teaching skills. It follows a cycle of planning, teaching, receiving feedback, and re-teaching. Team teaching involves two or more teachers jointly teaching the same class. Experimental learning involves learning through direct experiences. Programmed instructions break down lessons into small steps with immediate feedback. Simulation teaching approximates real-life situations to allow students to practice applying concepts.
Teaching Learning Strategies
- 3. Teaching is the activity of ‘facilitating learning’ What is Teaching? The best approach to understanding the nature of teaching is establishing a harmonious relationship between teacher, student and subject. 3
- 4. Defects in Teaching • Only memory level • More information & less explanation • Less chance of encouragement • No planning 4 .
- 5. ? Encouraging How do we facilitate learning? 5 Effectively introducing Creating interest Discussing Illustratin g Asking right questions ? ? Ideal Reading
- 6. With this understanding, lets begin our journey towards grooming our own skills of teaching… 6
- 7. Teaching learning strategies Micro teaching Programmed instructions Simulation teaching Team teaching Experimental learning Teaching learning strategies:- strategies which maximize opportunities for interaction.
- 8. MICRO TEACHING 8 “Teaching how to teach”
- 9. Microteaching Dr. Allen and his group evolved Microteaching in 1963 in America at stanford university. NCERT has introduced microteaching in a part of B.Ed programme 9
- 10. What is Microteaching? “The teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-7 min.) means Micro Teaching”. *To train inexperience student- teachers for acquiring teaching skills. *To improve the skills of experience teachers. 10
- 13. Microteaching Cycle (Procedure) Step- I : Micro Lesson Plan ( may take 2 hours / a day) Step-II : Teach 5 Min. Step-III : Feedback Session 5 Min. Step-IV : Re-plan 10 Min. Step-V : Re-teach Another group 5 Min. Step-VI : Re-feedback 5 Min. --------------- Total 30 Min. (Appr.) 13
- 15. Phases of Micro-teaching 1. Knowledge Acquisition Phase (Pre-Active Phase) a) Provide knowledge about teaching skills. b) Observe the demonstration of teaching skill. c) Analyze and discuss the demonstration of the teaching skill. 2. Skill Acquisition Phase (Inter-active Phase) a) Planning and preparation of micro lesson for a skill. b) Practicing the skill. c) Evaluation of the practiced skill (Feedback). d) Re-plan , Re-teach and re-feedback till the desired level of skill is achieved. 3. Transfer Phase (Post –Active Phase) a) Giving opportunity to use the mastered skill in normal class room teaching. b) Integrate the different skill practiced
- 16. Difference between traditional teaching and microteaching Learning to swim at deeper end of the pool Opportunity to practice at the shallower and less risky
- 17. Microteaching • Small group of 5-10 students • Teacher takes up one skill at a time. • Duration of teaching time is 5-10 min. • Teaching provides immediate feedback • Re-teaching exists Traditional teaching • Classroom consists of 30-50 students. • Teacher practice several skill at a time. • Durattion of teaching time is 40-50 min • No provision for immediate feed back • No re-teaching Difference between traditional teaching and microteaching
- 18. Merits of Microteaching • It helps to develop and master important teaching skills. • It helps to accomplish specific teacher competencies. • It caters the need of individual differences in the teacher training. • It is more effective in modifying teacher behaviour. • It is an individualized training technique. • It employs real teaching situation for developing skills. • It reduces the complexity of teaching process as it is a scaled down teaching. • It helps to get deeper knowledge regarding the art of teaching. Limitations of Microteaching • It is skill oriented; Content not emphasized. • A large number of trainees cannot be given the opportunity for re-teaching and re-planning. • It is very time consuming technique. • It requires special classroom setting. • It covers only a few specific skills. • It deviates from normal classroom teaching. • It may raise administrative problem while arranging micro lessons
- 20. Team teaching • An innovative teaching method in which two or more teachers teach a group of students. • This is an approach or organizing teaching personnel to improve Instruction. • Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. • Both teachers are actively involved in the lesson. • From a student’s perspective, there is no clearly defined leader as both teachers share the instruction, are free to interject information, and are available to assist students and answer questions.
- 21. Different types • 2 or more teachers join to teach one group • 2 or more teachers join to teach a large group • May be for the whole lesson • May be for part of the lesson • May be in one location or by videoconferencing • May be in a larger learning area or “normal” classroom
- 22. Steps of team teaching
- 23. Advantages of Team Teaching 1. Specialization is recognized. 2. Careful planning and execution is possible. 3. Effective teaching is possible. 4. Learners are better stimulated and challenged. 5. More time is available for preparation. 6. Individual differences of the learners can be met. 7. Better education guidance of the pupil/students is possible. 8. Pupils/students are exposed to variety of points of view.
- 24. Disadvantages of Team Teaching • Large group arrangements entail difficulty in scheduling time and physical facilities. • Teaching their own specialization may be carried too far such that the students lose sight of the objectives of the lesson. • The disadvantages pertains to time. Planning recording and evaluating need time. • Teachers have to put time for projects. • Another disadvantages is about space and facilities. • The program needs lecture or seminar room, overhead projector, sound system and a bigger space.
- 25. Advantages for the students For the teachers May increase students’ level of understanding Allows team to play to its strengths May lead to greater depth of understanding Creates a supportive environment May allow students to see other viewpoints Allows development of new teaching approaches Variety of teaching styles may reach a greater variety of learning styles Overcomes pedagogic isolation May help create sounder solutions to discipline Fosters intellectual growth
- 26. Disadvantages for the students Disadvantages For the teachers Potential for ambiguity and diversity Potentially time could be an issue Some students may be confused by more than one way of looking at an issue Form, norm, storm, perform Some students may feel lost or anonymous in a larger group Emotional intelligence Less space Compatibility Compatibility of groups
- 27. Two or more heads are better than one…………
- 28. “I hear, I know, I see, I remember, I do, I understand.” Confucius, China’s most famous teacher, philosopher, and political theorist. 551 – 479 BC Experiential Learning/Online
- 30. Experimental learning is the process of making meaning from direct experience. Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them."
- 31. • Experiential learning is "knowledge, skills, and/or abilities attained through o observation, simulation, and/or participation, o provides depth and meaning to learning, o engages the mind and/or body through activity, reflection, and application." (Craig 1997). • Experiential learning can have an extremely broad or narrow definition depending on what might be considered an "experience." Definition
- 37. ATTRIBUTES OF EXPERIENTIAL LEARNING • It has the quality of personal development. • It is self initiated. • It is persuasive. • It is largely activated by learner. • It has the personal meaning as its essence.
- 38. Application • Develop personal skills. • Understand situation and face the situation or problem. • Identify individual potentiality (own). • Devlop competence in working relationship. • Ability to assess the situation and take proper decisions. • Develop confidence with appropriate practice skill.
- 39. Programmed instructions • is a Computer-based training that comprises of graphics, multimedia, text that is connected to one another and is stored in memory. • Programmed instruction is a teaching technique that provides learners with “small, discrete increments of instruction plus immediate reinforcement for correct responses” • It is instruction that is intended to modify behaviour
- 40. Programmed Instruction • A method of presenting instructional materials printed in small bits of frames, each of which includes - an item of information (prompt), - a sentence to be completed or a question to be answered (response), - and the correct answer (reinforcement).
- 41. Steps of PI • The subject matter is broken down into steps called frames and arranged sequencially. • Most of the frames require that the learner makes some kind of response, an answer to a question. • There is immediate confirmation of right answers or correction of wrong answers given out by the students. • It is the interaction between the learning and learning material, which is emphasized in programmed learning. • Learning may occur at an individual level than general. • It has provision of continuous evaluation which helps in improving the student’s performance and quality of programmed learning material. • The suitability and appropriateness of the material depends on the learner.
- 42. Advantage and application of PI • It provides opportunities for the use of self-instructional devices which aid students in task of self-learning. • Individualized learning- Students can complete programmed instructional activities at their own pace without feeling held back or pushed by other classmates. • Programming leads to individualization of process of teaching and learning. • Programming helps in revolutioning, developing and providing techniques of mass education and self education. • It initiates creative learning. • These materials can be used in the field of non-formal education and distance education. • Immediate knowledge of results- Students continuously answer questions and receive feedback to ensure comprehension. • Emphasis on student behavior- Programmed instruction focuses educators attention on their students’ behavior and views instruction as a task of shaping student behavior.
- 43. STRENGHTS WEAKNESSES Self-pacing Program design (poor designation) Practice and feedback Tedious Reliable Lack of social interaction Effective (research findings) Labour intensive Social reinforces Development cost
- 44. Simulation teaching • Simulations are a useful teaching strategy for illustrating a complex and changing situation. • Simulations are (necessarily) less complex than the situations they represent. • Based on contextualized (real-life contexts) abstractions
- 45. Simulation • This method engages the student in applying a process to a particular setting, not to learn the details of the setting but as a means for experiencing and practicing the process independently. • Although the instructor sets up the problem, it is the students who decide how to treat the problem with little or no direction from the instructor . • The aim is to closely approximate what would happen in real life. It can be written simulation or simulated situation .
- 46. Cont. Simulation Simulations are best used to either: • introduce students to a new experience so that they will ask questions or • to give them a chance to practice applying principles learned by some other method. • Cognitive Level: Simulations are designed to give students practice in applying decision-making strategies to specific situations.
- 47. Simulations Types: - Instructional simulation - Computer-based simulation game - Role plays - Cooperative simulation games
- 48. DisadvantagesAdvantages 1. Simulations are time-consuming and difficult to execute. 1.Simulations concentrate on learning the process of problem solving more readily than other techniques. 2. The instructor does not have much control over which way a class period goes once the simulation begins. 2. Because they simulate real life situations, learning is more readily generalized from the classroom to the real world. 3. There is often no one "right' way for a simulation to proceed so the instructor must be prepared to handle a variety of circumstances. 3. Simulations can be very effective in developing students' attitudes, especially self-confidence and a questioning approach 4. Time consuming4. Realistic 5. Oversimplification5. Safe, Simplified Simulation’s greatest strength is its ability to answer “what if” questions...
- 49. 49