Teac lesson 5

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<ul><li><p>Teaching Approaches and Strategies for Science</p></li><li><p>A. The Inquiry ApproachCharacteristics and Steps1. Effectiveness Motivates students to undertake learning activities through their own learning stylesIntended to satisfy the innate curiosity of the youngThe habitual use of scientific processes such as classifying, measuring, analyzing, and others are important in weighing evidences, enhances their critical thinking ability</p></li><li><p>Experiences gained in successful inquiries develop a creative way of seeking knowledge and information rather than follow traditional modes or other peoples viewStudents develop a feeling of self-confidence and a deep sense of responsibility for their own learningCan be labeled discovery approach where the students are figures out for themselves how to attack the problem/question and to arrive at the conclusion considering their own discoveryStudents are observed to be genuinely interested since the procedures are being employed are of their own choices.</p></li><li><p>Being honest and objective in their information-research, they become skilled in problem solving and decision-making2. Pointers Suggestions on how to facilitate inquiry teaching:The teacher must be good in asking questions that are of the what-why-how type.The teacher and the students must be consistent in following the steps in the procedure as well as in applying appropriate investigate processes to ensure the attainment of the right conclusion or decision.</p></li><li><p>There should be minimal coaching in order for the students to originate their own way of inferring, hypothesizing, and interpreting data.A conductive learning environment must be providedRecognition of successful classroom activities that are inquiry-oriented can strengthen the feelings and attitude students have developed</p></li><li><p>The teacher should act as a guide, facilitator and motivator rather than the usual authorityAt the end of the activity, the teacher may ask the students to evaluate their own performance in order for them to know their success or failure.B. Problem Solving- is a way of teaching that is patterned after the way a scientist responds to a puzzling situations</p></li><li><p>Basic Steps in Problem-Solving:Sensing and defining the problem clearlyFormulating a tentative guess, termed a hypothesisChoosing and testing the likely hypothesis by employing some appropriate science processes and proceduresOrganizing, interpreting, and evaluationg collected dataFormulating conclusion</p></li><li><p>EffectivenessThe students develop the skill in employing the science processes such as observing, measuring, analyzing and interpreting dataThe strategy promotes a systematic and orderly way of following a procedure similar to the five steps enumerated in Lesson 3.It guarantees the development of higher order thinking skills such as inferential, critical and creative thinking skills</p></li><li><p>The investigate and inquisitive nature of the learning activities cultivate curiosity, objectivity and open mindednessWith continued experience of success they become adept at wise decision-making and independent problem solvingThe students become responsible, resourceful and persistent in pursuing the lesson objectives and in the end, their own goals in life</p></li><li><p>2. Pointers Make sure that the problem they solve fits their age, interest and abilitiesProvide sufficient practice in sensing and stating the problem in a manner that is well understood, otherwise the following steps may not be automatically undertakenTo ensure the correct sequencing of activities, vigilance and tactful questioning can lead the students to the right direction without dictating them on what to do next</p></li><li><p>All the tools and materials that will be needed, especially if an experiment will be performed, must be prepared and made accessible ahead of time in order not to disrupt the procedure.Every student, if in groups or in class, must be actively involved from the planning stage to the formulation of conclusionsBe ready with the alternative steps or directions in case of snagsAn evaluation of the whole procedure including the detailed steps will be of great help in perfecting this methodology</p></li><li><p>C. ExperimentingEffectivenessSetting up an experiment is a learning activity that needs much care and readiness to undertake every step plannedStudents learn by doingIt guarantees the inculcation of higher order thinking skills such as inferential, critical and creative thinking skills</p></li><li><p>Consistent practice in following the methodical procedure is internalized and becomes part of students habitual response to instant inquiries metThe scientific attitudes of objectivity, open mindedness and originality are strengthenedCompleting an experiment can serve as an impelling force that sustains the interest in similar pursuits </p></li><li><p>D. DemonstrationEffectivenessIt is a direct approach which follows a definite systematic procedureIt is better panned ahead of time due to the accuracy of the steps to be demonstratedIt makes use of expensive equipment and measuring instruments that could obtain the desired data and evidence</p></li><li><p>Observers are seen to be keenly following every step and in the end appear satisfied and well informedLeadership qualities and a strong feeling of confidence could be developed among the demonstrators2. PointersOperating the equipment must be tried beforehand and several times if neededThe use of appropriate materials including the amount must be determined and prepared before the demonstration</p></li><li><p>Make sure the demonstrator knows the whole procedure and is confident about the taskThe length of time needed must be determined in order to avoid incomplete demonstrations, especially when attention shall have been elicitedObservers may be provide with guides or pointers to avoid attention to irrelevant changesConcentration is assured by avoiding too much talk or noise in the surrounding</p></li><li><p>E. Projects Constructing Projects is a teaching strategy that involves gathering and organizing information about a concept and presenting it in a concrete form</p><p>EffectivenessConstructing projects gives the students the opportunity to show how a principle, law or theory works</p></li><li><p>It is a self directed study and therefore serves as a good test of ones understanding of a particular concept or ideaIt develops the skill in designing and constructing a concrete product that can be understood by the viewers Manipulative skill, resourcefulness and originality are exhibited by capable students The project is an evidence of what has been learned or what have yet to be learned</p></li><li><p>A finished project adds to their feeling of accomplishment and satisfactionThe values of industriousness, hard work and enterprising spirit are worth emulating.2. PointersMake sure that the objective and criteria that will be used in evaluating the finished product are clearly understoodSelect the material to be used for suitability and durability</p></li><li><p>Check the design or plan well before starting and even during the constructionMinimal supervision should be provided to promote independence, initiative and persistence in learningOutstanding projects can be displayed in the classroom to serve as reminders of the concepts they represent and at the same time to make the class feel satisfied with the learning objectives achieved.</p></li></ul>