existing teaching methods.ppt

7/27/2019 Existing Teaching Methods.ppt

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Existing Teaching Methods

Effectiveness and improvisations

Mrs. Mini Rajeev (Elect)

Mrs. Megha Kolhekar (EXTC)


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Introduction

Their eyes are on you. Waiting, watchful, they

follow your every move. You begin to sweat

as you realize that everything you say and do

will affect the outcome of the rest of the year.

You are about to begin on the most importantadventure yet: you are about to begin a years

worth of lessons. Are you ready? Do you have

the map youll need to get this adventure

started? Will you make it to the X on the

map? Possibly one of the most important

tools for a teacher is their teaching method.


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Why study teaching methods?

Different students learn in

different ways (learning styles).

Different topics must be taughtin different ways.

Teaching in different settings

requires different methods.

Variety is the spice of life, but it

is the life of teaching.


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What do we do?

Program planning leads to a curriculum

Curriculum planning leads to teaching

calendar Teaching calendar leads to lessons

Lesson planning leads to methods

We use teaching skills to implement the

methods


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EFFECTIVE

TEACHING


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What is effective teaching?

From perspective of PRODUCT:

How much the students learn.

Difficult to measure.

Results may not be known for years.

Results flavored by student ability.


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What is effective teaching?

From perspective of PROCESS:

Use of good procedures.

Directly observable

Results immediately visible

Results may be flavored by available resources and

skills of individual teachers


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Effective Teaching Defined

Patterns of classroom interactions that

consistently produce desirable student outcomes

in the form of higher test scores, increased

problem solving skills, improved attitude toward

subject, etc.

Borich. (1988). Effective Teaching Methods


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Effective Teachers Exhibit

Clarity

Variety

Task Orientation

Engagement

Moderate-High Success Rate


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Effective teachers Use

Student Ideas

Structuring

Questioning Probing

Enthusiasm


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Four Major Effective Teacher Skills

Stimulus Variation

Repetition

Reinforcement

Examples and Non-Examples


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Stimulus Variation

Kinetic Variation

Focusing

Shifting Interaction

Pausing

Shifting Senses


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Kinetic Variation

Teacher Movement

Volume Variation

Get into Space

Move Behind


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Focusing

Verbal

This is Important, Write This Down, This Will be

on the Test

Gestural

Point, bang on desk, gesture

Verbal-Gestural

Point and look at this!


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Shifting Interaction

Teacher to Student

Student to Teacher

Student to Student

Teacher to Student to Teacher to Student


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Pausing

Alert Students to Change

Promotes Thinking

Emphasize Key Point

Break Monotony

Regain Control


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Shifting Senses

Hearing

Seeing

Smelling

Feeling

Tasting


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Repetition -- Why

Increase Level of Learning

Prolong Retention


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Repetition -- How

Restating another way

Providing examples/non-examples to illustrate

Partial Reviews

Massed Reviews

Re-use skills in subsequent learning

Practice, Practice, Practice


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Reinforcement

Positive Reinforcement

praise

grades

feedback

knowledge of results

Negative Reinforcement

constructive suggests solutions, improvements


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Examples & Non-Examples

Why?

Teacher Experiences

Student Experiences

Literature

Made up


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Why is Lesson Planning Important?

Forces us to think through WHAT we want thestudents to learn.

Forces us to think through HOW we will teach it. Allows us to decide in advance what equipment,

supplies, and materials we will need to assemble for theclass.

Provides structure for both teacher and students. Increases likelihood that learning will occur.


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TEACHING

METHODS


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The Lecture Method

Possibly the most popular and widespread teaching method

The teacher gives information and the students listen or takenotes.

A useful way of imparting a great deal of information

quickly But. passive for students, keeping the students attention

is a major dilemma

The best use of lecturing is in combination with othermethods; this helps your students retain their interest and

attention, allows for more student participation, andemphasizes different learning styles.


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Small Group Discussion (or cooperative

learning)

An equally popular teaching method in whichstudents are working together in groups to solve

problems

Giving knowledge a much-needed social context, itmakes the students responsible for themselves andeach other

But louder classroom and the occasional giggling

of friends in the same groups Can be avoided by careful splitting into groups, and

constant reminders to keep the noise level low.


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Questioning Method

The educator begins the lesson by introducing someprovocative idea or question and the students respond.

One of the best ways to generate discussion is to ask anopen-ended question (one which can't be answered by a

simple "yes" or "no"). But There are drawbacks to this teaching method, such

as lack of class participation due to discomfort fromspeaking out loud or misunderstanding the questionsgiven to them.

Can be overcome by having a student reword the questionor giving the class time to react to the questions are goodsolutions to these drawbacks.


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Inquiry/Inductive Teaching

Inductive teaching is an investigative learning processthat asks students to pose questions, analyze data, anddevelop conclusions or generalizations

This teaching method requires educators to teachkids how to think.

Constructivism is an approach to teaching andlearning based on the premise that cognition

(learning) is the result of mental construction. Students learn by fitting new information together

with what they already know.


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Example 1

You are teaching science class students about the solar system.

Which of the following lesson plans would you use?

A. Give facts about the solar system, which the students can copy

down and study from.

B. Have the class break into groups, assign each a planet, and have the

groups report their findings to the class.

C. Begin the class by asking the students, If you could go anywhere

in outer space, where would you go and why?

D. All of the Above


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Example 2

You are teaching history class about Vikings. Which of the

following lesson plans would you use?

A. Give notes on the Viking way of life. Assign passages from the

textbook on Vikings.

B. Have the class break into groups and build their own Viking

longships.

C. Ask the class, If you could take over anywhere, anything, what (or

where) would it be and why?

D. Have the class invade another classroom.


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Your Method

If yours is mostly As:

You prefer the lecture method..

If yours is mostly Bs:

You prefer the small-group/discussion method.

If yours is mostly Cs:You prefer the questioning method.

Try integrating other teaching methods to make your classesmore interesting and interactive.

If yours is mostly Ds:

You prefer the inquiry/inductive method. This is acombination of all the methods together, and probably themost effective teaching method.


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SETTINGS IN

TEACHING


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In what settings do you teach?

Large group classroom

instruction

Small group classroominstruction

Individual instruction

Laboratory instruction


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Large group classroom instruction Resource person

Role play

Brainstorming

Field trip

Student presentations

Lecture Discussion (content-based)

Discussion (issue-based)

Supervised study

Practical exercise

Case study

Others?


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Small group classroom instruction

Cooperative learning

Supervised study

Group projects

Computer-assisted instruction

Practical exercise

Learning activity packet

Others?


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Individualized instruction

Individual projects

Directed reading

Programmed instruction

Learning activity packet

Computer-assisted instruction

Practical exercise

Others?


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Laboratory instruction

Demonstration

Conducting experiment

Practical exercise

Task/job sheets

Individual project

Group project

Others?


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Review

What is meant by

effective teaching?

What are the skills useful

for effective teachingmethods?

In what settings are you

likely to teach?

What is one methodappropriate for each

setting?


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Conclusion

Limiting the methods you

use to teach is like

limiting the tools you use

to build or repair

something.

Neither is very smart

Neither is likely to work

in the long run


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Performance Objective

A teacher needs a

performance objective

just as a builder needs

a clear vision of whatthe finished building

will look like.


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THANK YOU!!

existing teaching methods.ppt

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