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Page 1: TEACHING TECHNIQUES AND METHODS. Brainstorming Brainstorming Problem Solving Method Problem Solving Method Cooperative Learning Technique Cooperative

TEACHING TECHNIQUES TEACHING TECHNIQUES AND METHODSAND METHODS

Page 2: TEACHING TECHNIQUES AND METHODS. Brainstorming Brainstorming Problem Solving Method Problem Solving Method Cooperative Learning Technique Cooperative

BrainstormingBrainstorming Problem Solving MethodProblem Solving Method Cooperative Learning TechniqueCooperative Learning Technique Case MethodCase Method Drama TechniqueDrama Technique

Page 3: TEACHING TECHNIQUES AND METHODS. Brainstorming Brainstorming Problem Solving Method Problem Solving Method Cooperative Learning Technique Cooperative

Brainstorming:Brainstorming:

Page 4: TEACHING TECHNIQUES AND METHODS. Brainstorming Brainstorming Problem Solving Method Problem Solving Method Cooperative Learning Technique Cooperative

OBJECTIVESOBJECTIVES

Students will be able to say possible Students will be able to say possible problems of the given case using problems of the given case using brainstorming technique.brainstorming technique.

Students will be able to say the Students will be able to say the possible solutions for the problems possible solutions for the problems for the given case using for the given case using brainstorming technique.brainstorming technique.

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CASE:CASE:

Mrs. Yıldız has a very passive Mrs. Yıldız has a very passive character, she reflects it to the class character, she reflects it to the class and it affects her classroom and it affects her classroom management in a negative way. Her management in a negative way. Her students also have realized this students also have realized this situation and it leads her to come across situation and it leads her to come across with some problems in the class.with some problems in the class.

What are the possible problems and What are the possible problems and solutions for this case?solutions for this case?

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PROBLEMS:PROBLEMS: Lack of student involvementLack of student involvement Noise Noise Cheating in examsCheating in exams The students may not attend the classThe students may not attend the class The students may not listen to the teacherThe students may not listen to the teacher The students may not do their homeworks or The students may not do their homeworks or

tasks tasks The students may come to the class on The students may come to the class on

purposepurpose The students do different kinds of things in the The students do different kinds of things in the

class such as sleeping or drawing pictures etc.class such as sleeping or drawing pictures etc.

Page 7: TEACHING TECHNIQUES AND METHODS. Brainstorming Brainstorming Problem Solving Method Problem Solving Method Cooperative Learning Technique Cooperative

SOLUTIONS:SOLUTIONS: The teacher should choose activities which The teacher should choose activities which

appeal to the students appeal to the students The teacher may set some classroom rules The teacher may set some classroom rules

with the students with the students The teacher should try to keep the students as The teacher should try to keep the students as

busy as possible and should not let them to be busy as possible and should not let them to be interested in different thingsinterested in different things

The teacher should attend personal The teacher should attend personal development coursesdevelopment courses

The teacher may want one of her collegues to The teacher may want one of her collegues to help herhelp her

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The teacher should take the attendance The teacher should take the attendance regularly to solve the problems about regularly to solve the problems about attending the classattending the class

The teacher should talk with the students The teacher should talk with the students and decide what to do with the late comersand decide what to do with the late comers

The teacher may ask for one of her The teacher may ask for one of her collegue’s help in the exams in order to collegue’s help in the exams in order to prevent cheatingprevent cheating

The teacher may talk to some students The teacher may talk to some students individually, if it is necessaryindividually, if it is necessary

The teacher should work cooperatively with The teacher should work cooperatively with the ministry the ministry

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SUMMARY OF SUMMARY OF BRAINSTORMING:BRAINSTORMING:

BrainstormingBrainstorming is a group creativity technique is a group creativity technique that was designed to generate a large number that was designed to generate a large number of ideas for the solution of a problemof ideas for the solution of a problem..

It is particularly helpful when you need to It is particularly helpful when you need to break out of stale, established patterns of break out of stale, established patterns of thinking, so that you can develop new ways of thinking, so that you can develop new ways of looking at things. This can be when you need looking at things. This can be when you need to develop new opportunities, where you want to develop new opportunities, where you want to improve the service that you offer, or when to improve the service that you offer, or when existing approaches just aren't giving you the existing approaches just aren't giving you the results you want.results you want.

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Used with your team, it helps you Used with your team, it helps you bring the experience of all team bring the experience of all team members into play during problem members into play during problem solvingsolving

There are four basic rules in There are four basic rules in brainstorming.These are intended to brainstorming.These are intended to reduce the social inhibitions that reduce the social inhibitions that occur in groups and therefore occur in groups and therefore stimulate the generation of new ideas. stimulate the generation of new ideas. The expected result is a dynamic The expected result is a dynamic synergy that will dramatically synergy that will dramatically increase the creativity of the group.increase the creativity of the group.

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RULES OF RULES OF BRAINSTORMINGBRAINSTORMING Focus on quantityFocus on quantity: This rule is a means of : This rule is a means of

enhancing divergent production, aiming to enhancing divergent production, aiming to facilitate problem solving through the maxim, facilitate problem solving through the maxim, quantity breeds qualityquantity breeds quality. The assumption is that . The assumption is that the greater the number of ideas generated, the the greater the number of ideas generated, the greater the chance of producing a radical and greater the chance of producing a radical and effective solution. effective solution.

No criticismNo criticism: It is often emphasized that in : It is often emphasized that in group brainstorming, criticism should be put 'on group brainstorming, criticism should be put 'on hold'. Instead of immediately stating what might hold'. Instead of immediately stating what might be wrong with an idea, the participants focus on be wrong with an idea, the participants focus on extending or adding to it, reserving criticism for a extending or adding to it, reserving criticism for a later 'critical stage' of the process. By suspending later 'critical stage' of the process. By suspending judgment, one creates a supportive atmosphere judgment, one creates a supportive atmosphere where participants feel free to generate unusual where participants feel free to generate unusual ideas. ideas.

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Unusual ideas are welcomeUnusual ideas are welcome: To get a good : To get a good and long list of ideas, unusual ideas are and long list of ideas, unusual ideas are welcomed. They may open new ways of welcomed. They may open new ways of thinking and provide better solutions than thinking and provide better solutions than regular ideas. They can be generated by regular ideas. They can be generated by looking from another perspective or setting looking from another perspective or setting aside assumptions. aside assumptions.

Combine and improve ideasCombine and improve ideas: Good ideas : Good ideas can be combined to form a single very good can be combined to form a single very good idea, as suggested by the slogan "1+1=3". idea, as suggested by the slogan "1+1=3". This approach is assumed to lead to better This approach is assumed to lead to better and more complete ideas than merely and more complete ideas than merely generating new ideas alone. It is believed to generating new ideas alone. It is believed to stimulate the building of ideas by a process stimulate the building of ideas by a process of association.of association.

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OUTLINE OF THE OUTLINE OF THE METHODMETHOD

Set the problemSet the problem One of the most important things to do One of the most important things to do

before a session is to define the before a session is to define the problem. The problem must be clear, problem. The problem must be clear, not too big, and captured in a definite not too big, and captured in a definite question such as question such as “What service for “What service for mobile phones is not available now, but mobile phones is not available now, but needed?“needed?“. If the problem is too big, the . If the problem is too big, the chairman should divide it into smaller chairman should divide it into smaller components, each with its own components, each with its own question. question.

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Create a background memoCreate a background memo

The background memo is the The background memo is the invitation and informational letter invitation and informational letter for the participants, containing the for the participants, containing the session name, problem, time, date, session name, problem, time, date, and place. The problem is described and place. The problem is described in the form of a question, and some in the form of a question, and some example ideas are given. The ideas example ideas are given. The ideas are solutions to the problem, and are solutions to the problem, and used when the session slows down used when the session slows down or goes off-track.or goes off-track.

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Select participantsSelect participants

The chairman composes the The chairman composes the brainstorming panel, consisting of brainstorming panel, consisting of the participants and an idea the participants and an idea collector. Ten or fewer group collector. Ten or fewer group members are generally more members are generally more productive than larger groups. Many productive than larger groups. Many variations are possible but the variations are possible but the following composition is suggested.following composition is suggested.

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Several core members of the project Several core members of the project who have proved themselves.who have proved themselves.

Several guests from outside the Several guests from outside the project, with affinity to the problem.project, with affinity to the problem.

One idea collector who records the One idea collector who records the suggested ideas.suggested ideas.

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Create a list of lead questionsCreate a list of lead questions

During the brainstorm session the During the brainstorm session the creativity may decrease. At this creativity may decrease. At this moment, the chairman should moment, the chairman should stimulate creativity by suggesting a stimulate creativity by suggesting a lead question to answer, such as lead question to answer, such as Can Can we combine these ideas?we combine these ideas? or or How about How about a look from another perspective?a look from another perspective?. It is . It is advised to prepare a list of such leads advised to prepare a list of such leads before the session begins.before the session begins.

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Session conductSession conduct

The chairman leads the brainstorming The chairman leads the brainstorming session and ensures that the basic session and ensures that the basic rules are followed. The activities of a rules are followed. The activities of a typical session are:typical session are:

A warm-up session, to expose novice A warm-up session, to expose novice participants to the criticism-free participants to the criticism-free environment. A simple problem is environment. A simple problem is brainstormed, for example brainstormed, for example What What should be the next corporate should be the next corporate Christmas present?Christmas present? or or What can be What can be improved in Microsoft Windows?improved in Microsoft Windows?. .

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The chairman presents the problem and The chairman presents the problem and gives a further explanation if needed. gives a further explanation if needed.

The chairman asks the brainstorming The chairman asks the brainstorming panel for their ideas. panel for their ideas.

If no ideas are coming out, the chairman If no ideas are coming out, the chairman suggests a lead to encourage creativity. suggests a lead to encourage creativity.

Every participant presents his or her idea, Every participant presents his or her idea, and the idea collector records them. and the idea collector records them.

If more than one participant has ideas, If more than one participant has ideas, the chairman lets the most associated the chairman lets the most associated idea be presented first. This selection can idea be presented first. This selection can be done by looking at the body language be done by looking at the body language of the participants, or just by asking for of the participants, or just by asking for the most associated idea.the most associated idea.

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The participants try to elaborate on the The participants try to elaborate on the idea, to improve the quality. idea, to improve the quality.

When time is up, the chairman When time is up, the chairman organizes the ideas based on the topic organizes the ideas based on the topic goal and encourages discussion. goal and encourages discussion. Additional ideas may be generated. Additional ideas may be generated.

Ideas are categorized. Ideas are categorized. The whole list is reviewed to ensure The whole list is reviewed to ensure

that everyone understands the ideas. that everyone understands the ideas. Duplicate ideas and obviously infeasible Duplicate ideas and obviously infeasible solutions are removed. solutions are removed.

The chairman thanks all participants The chairman thanks all participants and gives each a token of appreciation and gives each a token of appreciation

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The processThe process::

Participants who have an idea but no Participants who have an idea but no possibility to present it are encouraged to possibility to present it are encouraged to write down their idea and present it later. write down their idea and present it later.

The idea collector should number the ideas, The idea collector should number the ideas, so that the chairman can use the number to so that the chairman can use the number to encourage quantitative idea generation, for encourage quantitative idea generation, for example: example: We have 44 ideas now, let’s get it We have 44 ideas now, let’s get it to 50!to 50!. .

The idea collector should repeat the idea in The idea collector should repeat the idea in the words he or she has written it, to the words he or she has written it, to confirm that it expresses the meaning confirm that it expresses the meaning intended by the originator. intended by the originator.

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When more participants are having When more participants are having ideas, the one with the most associated ideas, the one with the most associated idea should have priority. This to idea should have priority. This to encourage elaboration on previous encourage elaboration on previous ideas. ideas.

During the brainstorming session the During the brainstorming session the attendance of managers and superiors attendance of managers and superiors is strongly discouraged, as it may is strongly discouraged, as it may inhibit and reduce the effect of the four inhibit and reduce the effect of the four basic rules, especially the generation of basic rules, especially the generation of unusual ideasunusual ideas

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QUESTIONS:QUESTIONS:

1. 1. Which one of the followings is not Which one of the followings is not one of the rules of brainstorming?one of the rules of brainstorming?

combine and improve ideascombine and improve ideas no critisismno critisism the chairman selects ideasthe chairman selects ideas focus on quantityfocus on quantity

Page 24: TEACHING TECHNIQUES AND METHODS. Brainstorming Brainstorming Problem Solving Method Problem Solving Method Cooperative Learning Technique Cooperative

2. 2. Which one of the followings is not Which one of the followings is not one of the possible compositions for one of the possible compositions for selecting participants in selecting participants in brainstorming technique?brainstorming technique?

One idea collector who records the One idea collector who records the suggested ideassuggested ideas

Whomever wants can attend Whomever wants can attend Several core members of the project Several core members of the project

who have proved themselveswho have proved themselves Several guests from outside the Several guests from outside the

project, with affinity to the problemproject, with affinity to the problem

Page 25: TEACHING TECHNIQUES AND METHODS. Brainstorming Brainstorming Problem Solving Method Problem Solving Method Cooperative Learning Technique Cooperative

3.3. What is the role of a chairman in What is the role of a chairman in brainstorming technique?brainstorming technique?

4. 4. What happens in creating a What happens in creating a background memo step in background memo step in brainstorming?brainstorming?

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Problem-Solving Method:Problem-Solving Method:

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OBJECTIVESOBJECTIVES

This method helps students to gain This method helps students to gain the ability of scientific problem the ability of scientific problem solving and using it in the every area solving and using it in the every area of life.of life.

Whit this method,teachers aim is to Whit this method,teachers aim is to raise a youth which can solve raise a youth which can solve problems in scientific way not just problems in scientific way not just creating problems.creating problems.

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CASECASE Mr.Goodluck is a teacher.He teaches English in a high Mr.Goodluck is a teacher.He teaches English in a high

school. He carefully plans and prepares his lessons the day school. He carefully plans and prepares his lessons the day before.If something lasts longer than he expected and before.If something lasts longer than he expected and planned,he feels rather irritated.He likes his students but he planned,he feels rather irritated.He likes his students but he thinks that it is waste of time to chat with students at the thinks that it is waste of time to chat with students at the beginning of the lesson.He prefers to start the lesson beginning of the lesson.He prefers to start the lesson immediately.During the lessons,he tells everything in front immediately.During the lessons,he tells everything in front of the classroom.He asks questions but does not give any of the classroom.He asks questions but does not give any time to students to think on it and answers it himself.He time to students to think on it and answers it himself.He always implements the lessons in the same way:he is the always implements the lessons in the same way:he is the centre of the lesson,students just listen to him.He centre of the lesson,students just listen to him.He sometimes ask questions but whenever students give wrong sometimes ask questions but whenever students give wrong answers,he gets angry.So the student hesitate to say answers,he gets angry.So the student hesitate to say something.If a problem emerges,he can not solve it,he is so something.If a problem emerges,he can not solve it,he is so helpless.He never makes jokes or smiles during the helpless.He never makes jokes or smiles during the lesson.So the lessons are boring. Because of this,students lesson.So the lessons are boring. Because of this,students get bored and start to talk to each other and of course this get bored and start to talk to each other and of course this causenoise in the classroom and makes him causenoise in the classroom and makes him angry,too.Sometimes he wants students to form groups and angry,too.Sometimes he wants students to form groups and give them tasks but while students are wrking on it they give them tasks but while students are wrking on it they make noise and he stops the activity.He turns back his make noise and he stops the activity.He turns back his traditional way... traditional way...

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WHAT IS PROBLEM WHAT IS PROBLEM SOLVING METHOD?SOLVING METHOD?

Problem solving is a process to choose Problem solving is a process to choose and use the effective and benefical tool and use the effective and benefical tool and behaviours among the different and behaviours among the different potentialities to reach the target.potentialities to reach the target.

It contains scientific method,critical It contains scientific method,critical thinking,taking decision,examining and thinking,taking decision,examining and reflective thinking.reflective thinking.

This method is used in the process of This method is used in the process of solving a problem to generalize or to solving a problem to generalize or to make synthesis.make synthesis.

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STEPS OF PROBLEM STEPS OF PROBLEM SOLVING PROCESSSOLVING PROCESS

1-Choosing the topic and emergence of 1-Choosing the topic and emergence of problem.problem.

2-Delimitation of the problem.2-Delimitation of the problem.3-Planning the application.3-Planning the application.4-Preparing the working guide.4-Preparing the working guide.5-Providing the sources.5-Providing the sources.6-Examining the problem.6-Examining the problem.7-Getting a conclusion. 7-Getting a conclusion. 8-Disputating the topics,views and findings. 8-Disputating the topics,views and findings.

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ADVANTAGES OF ADVANTAGES OF PROBLEM SOLVING PROBLEM SOLVING

METHODMETHOD It provides the active participation of the It provides the active participation of the

students in teaching-learning activity.students in teaching-learning activity. It habituates student to study regularly and It habituates student to study regularly and

organized.organized. It provides students o gain scientific view and It provides students o gain scientific view and

thinking.thinking. It makes students to be interested in learning.It makes students to be interested in learning. It helps to improve the sense of responsibility of It helps to improve the sense of responsibility of

students.students. It provides students to face the problems boldly It provides students to face the problems boldly

and to deal with it in a scientific approach.and to deal with it in a scientific approach.

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It helps students to adopt the view of It helps students to adopt the view of benefit from others ideas and to help benefit from others ideas and to help each other.each other.

It predicates the learning to a more It predicates the learning to a more logical and doughty foundation.logical and doughty foundation.

It improves the ability of making It improves the ability of making proposes and putting forward the proposes and putting forward the hypothesis.hypothesis.

It helps students to adopt the idea of not It helps students to adopt the idea of not to be hurry to make a decision.to be hurry to make a decision.

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DISADVANTAGES OF DISADVANTAGES OF PROBLEM SOLVING PROBLEM SOLVING

METHODMETHOD It takes too much time.It takes too much time. It is not possible to apply this method to It is not possible to apply this method to

all disciplines.all disciplines. It can load some worldly burdensomes It can load some worldly burdensomes

to students.to students. It can be diffucult for students to It can be diffucult for students to

provide the materials and sources provide the materials and sources which is required for solving the which is required for solving the problem.problem.

Evaluating the learning can be difficult.Evaluating the learning can be difficult.

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TECHNIQUES USED IN TECHNIQUES USED IN PROBLEM SOLVING PROBLEM SOLVING

METHODMETHODA) INDUCTIONA) INDUCTION

It is like teaching with discovering It is like teaching with discovering method.Cases are observed method.Cases are observed carefully.The similarities and carefully.The similarities and dissimilarities are found.Then you dissimilarities are found.Then you can reach the general rule or law can reach the general rule or law with the techniques "generalization" with the techniques "generalization" or "making abstract" from the or "making abstract" from the similarities.similarities.

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B) DEDUCTION B) DEDUCTION

It is reverse of induction It is reverse of induction technique.Some general laws and technique.Some general laws and rules which are reached before are rules which are reached before are given to the students and want them given to the students and want them to apply this method to different to apply this method to different singular case.The convenience of it singular case.The convenience of it to the one of the case is controlled to the one of the case is controlled mentally.mentally.

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QUESTIONSQUESTIONS

1-Which one is wrong about the 1-Which one is wrong about the problem solving method?problem solving method?

It takes too much time.It takes too much time. It is not possible to apply this It is not possible to apply this

method to all disciplines.method to all disciplines. Evaluating the learning is easy.Evaluating the learning is easy. It has some worldly burdens. It has some worldly burdens.

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2-Which one is not the step of problem 2-Which one is not the step of problem solving method?solving method?

Delimitation of the problemDelimitation of the problem Planning the applicationPlanning the application Preparing the working guidePreparing the working guide DeductionDeduction

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3-Discuss the importance of 3-Discuss the importance of problem-solving method.problem-solving method.

4-Explain the limitations of the 4-Explain the limitations of the problem solving method and problem solving method and solutions for them. solutions for them.

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Cooperative Learning Cooperative Learning Technique:Technique:

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OBJECTIVESOBJECTIVES

At the end of the lesson students At the end of the lesson students will be able to will be able to

develop positive interdepencedevelop positive interdepence contribute each others’ learningcontribute each others’ learning take responsibilities in group take responsibilities in group

WorksWorks

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CASE:CASE: Mr. Tutumlu first used cooperative learning Mr. Tutumlu first used cooperative learning

technique. He wanted students to turn to their technique. He wanted students to turn to their friends, who were sitting behind them to make friends, who were sitting behind them to make groups of four. After that he only said the groups of four. After that he only said the subject on which we were going to study. Also, subject on which we were going to study. Also, he said that he rewarded the most succesful he said that he rewarded the most succesful group. He did not do responsibility disribution. group. He did not do responsibility disribution. We did not know what we do. Furthermore, we We did not know what we do. Furthermore, we only had ten minutes. Then he sat his table and only had ten minutes. Then he sat his table and started to read his newspaper. After two started to read his newspaper. After two minutes passed, for all hell to break loose. minutes passed, for all hell to break loose. Everything was so unsystematic. Nobody Everything was so unsystematic. Nobody listened to each other and everybody wanted to listened to each other and everybody wanted to speak. There was an awfulnoisy in the class so speak. There was an awfulnoisy in the class so Mr. Tutumlu got angry, dispelled the groups and Mr. Tutumlu got angry, dispelled the groups and he said that ‘ I put forth an effort for you he said that ‘ I put forth an effort for you uselessly.’uselessly.’

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PROBLEMSPROBLEMS1.noisy1.noisy2.insufficient time2.insufficient time3.inappropriate classroom setting for the 3.inappropriate classroom setting for the

cooperative learning activitycooperative learning activity4.lack of instinct motivation4.lack of instinct motivation5.uncertanities of responsibilities5.uncertanities of responsibilities6.lack of communication6.lack of communication7.undetermined, unclearly stated task7.undetermined, unclearly stated task8.there is no encouragement and direction 8.there is no encouragement and direction

from the teacherfrom the teacher9.competition between the groups9.competition between the groups

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POSSIBLE SOLUTIONSPOSSIBLE SOLUTIONS

1.The task can be clearly defined and 1.The task can be clearly defined and understood by all the members of understood by all the members of groups.groups.

2.Roles and individual assigments can be 2.Roles and individual assigments can be clearly understood, needed sources clearly understood, needed sources can be made available.can be made available.

3.Realistic time Schedule can be 3.Realistic time Schedule can be developed with appropriate progress.developed with appropriate progress.

4.Classroom setting can be arranged 4.Classroom setting can be arranged according to activity.according to activity.

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5.The teacher can create and maintain 5.The teacher can create and maintain a mutual feeling of resposibility to a mutual feeling of resposibility to achieve group goals.achieve group goals.

6.Careful encouragement and 6.Careful encouragement and direction which is needed constantly direction which is needed constantly can be given to the students.can be given to the students.

7.The teacher can observe the group 7.The teacher can observe the group members studies.members studies.

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COOPERATIVE LEARNING COOPERATIVE LEARNING TECHNIQUETECHNIQUE

Coopeartive learning is asuccesful teaching Coopeartive learning is asuccesful teaching strategy in which small teams, each with strategy in which small teams, each with students of different levels of ability,use students of different levels of ability,use variety of learning activities to improve their variety of learning activities to improve their understanding of a subject.Each member of a understanding of a subject.Each member of a team is responsible not only for learning what team is responsible not only for learning what is taught buut also for helping teammates is taught buut also for helping teammates learning,thus creating and atmosphere of learning,thus creating and atmosphere of achivement.Student work trough the achivement.Student work trough the assignment until all the members succesfuly assignment until all the members succesfuly understand and complete it.Cooperative understand and complete it.Cooperative efforts result in participants striving for efforts result in participants striving for mutual benefit so that all group members ;mutual benefit so that all group members ;

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1.gain confidence from each other’s effort 1.gain confidence from each other’s effort (yuor success benefits me and my (yuor success benefits me and my success benefits you.)success benefits you.)

2.recognize that all group members share 2.recognize that all group members share a commen fate ( we all sin kor swim a commen fate ( we all sin kor swim togetherhere.)togetherhere.)

3. know that one’s performance is mutually 3. know that one’s performance is mutually caudes by oneself and one’s team caudes by oneself and one’s team members(we can not do it without you.)members(we can not do it without you.)

4.feel proud and jointly celebrate when a 4.feel proud and jointly celebrate when a group member is recognized for group member is recognized for achievement.(we all congratulate you on achievement.(we all congratulate you on your accoplishment.)your accoplishment.)

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WHY WE USE WHY WE USE COOPERATIVE LEARNING?COOPERATIVE LEARNING? Research has shown that cooperative Research has shown that cooperative

learning techniques;learning techniques;

1.promote sts learning and academic 1.promote sts learning and academic achievementachievement

2.increase sts retention2.increase sts retention

3.enchance sts satisfaction with learning 3.enchance sts satisfaction with learning experienceexperience

4.help sts develop skills in oral communication4.help sts develop skills in oral communication

5.develop sts social skills5.develop sts social skills

6.promete sts self-esteem6.promete sts self-esteem

7.help to promote positive race relations.7.help to promote positive race relations.

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ELEMENTS OF ELEMENTS OF COOPERATIVE LEARNING COOPERATIVE LEARNING

1.Positive interdepence1.Positive interdepence

2.Face to face interaction2.Face to face interaction

3.Individual and group accountability3.Individual and group accountability

4.Interpersonal and small-group skilss4.Interpersonal and small-group skilss

5.Group processing5.Group processing

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CLASSROOM ACTIVIES CLASSROOM ACTIVIES THAT USE COOPERATIVE THAT USE COOPERATIVE

LEARNINGLEARNING1.Jigsaw1.Jigsaw2.Three-step interview2.Three-step interview3.Think-pair-share3.Think-pair-share4.Round robin brainstorming4.Round robin brainstorming5.Three-minute review5.Three-minute review6.Numbered heads6.Numbered heads7.Team pair solo7.Team pair solo8.Circle the sage8.Circle the sage9.Partners9.Partners

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ADVANTAGES OF ADVANTAGES OF COOPERATIVE LEARNING COOPERATIVE LEARNING

TECHNIQUETECHNIQUE1.The group provides each member with 1.The group provides each member with

an oppotunity to participate and an oppotunity to participate and thereby influences decison making.thereby influences decison making.

2.Face to face learning situations 2.Face to face learning situations promote an atmosphere of cooperation promote an atmosphere of cooperation and empathy seldom achieved in other and empathy seldom achieved in other learning situations.learning situations.

3.Personal relationships are usually less 3.Personal relationships are usually less problematic. There is also a greater problematic. There is also a greater chance of different opinions and varied chance of different opinions and varied contributions.contributions.

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4.It encourages broader skills of 4.It encourages broader skills of cooperation and nagotition.cooperation and nagotition.

5.It promotes learner autonomy by 5.It promotes learner autonomy by allowing sts to make their own allowing sts to make their own decisions in the group without being decisions in the group without being told what to do by the teacher.told what to do by the teacher.

6.Although we do not wish any 6.Although we do not wish any individuals in groups to be completely individuals in groups to be completely passive neverthless some sts can passive neverthless some sts can choose their level of participation choose their level of participation more readily than in a whole-class or more readily than in a whole-class or pairwork situation.pairwork situation.

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DISADVANTAGES OF DISADVANTAGES OF COOPERATIVE LEARNING COOPERATIVE LEARNING

TECHNIQUE TECHNIQUE 1.It is likely to be noisy.Some teachers feel 1.It is likely to be noisy.Some teachers feel

that they lose control., and the whole-that they lose control., and the whole-class feeling which has been class feeling which has been painstakingly built up may dissipate painstakingly built up may dissipate when the class is split into smaller when the class is split into smaller entities.entities.

2.Notall the students enjoy it, since they 2.Notall the students enjoy it, since they would prefer to be the focus of the would prefer to be the focus of the teacher’s attention rather than working teacher’s attention rather than working with their peers.Sometimes sts find with their peers.Sometimes sts find themselves in uncongenial groups and themselves in uncongenial groups and wish the could be somewhere else.wish the could be somewhere else.

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WHAT ROLE THE WHAT ROLE THE TEACHER PLAY?TEACHER PLAY?

1.The teacher can merelyprovides a 1.The teacher can merelyprovides a setting and atmosphere in which such setting and atmosphere in which such attitudes and behaviours may develop.attitudes and behaviours may develop.

2.Careful encouragement and direction is 2.Careful encouragement and direction is needed constantly by the teacher.needed constantly by the teacher.

3.The teacher creates and maintains a 3.The teacher creates and maintains a mutual feeling of responsibility to mutual feeling of responsibility to achieve group goals.achieve group goals.

4.The teacher is responsible for 4.The teacher is responsible for contributing specific info when needed.contributing specific info when needed.

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SUMMARYSUMMARYCooperative learning is a succesful teaching Cooperative learning is a succesful teaching

strategy in which small teams, each with strategy in which small teams, each with students of diffrent levels of ability, use students of diffrent levels of ability, use variety of learning activities to improve variety of learning activities to improve their understanding of a subject. All group their understanding of a subject. All group members:members:

-gain confidence from each other’s effort.-gain confidence from each other’s effort.

-all group members share a common fate.-all group members share a common fate.

-know that one’s performance is mutually -know that one’s performance is mutually caused by oneself and one’s team members.caused by oneself and one’s team members.

-feel proud and jointly celebrate when a -feel proud and jointly celebrate when a group member is recognised for group member is recognised for achievement.achievement.

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QUESTIONSQUESTIONS

1.What are the benefits of cooperative 1.What are the benefits of cooperative learning?learning?

2.What are the elements of 2.What are the elements of cooperative learning cooperative learning

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3.Which is the following statements not 3.Which is the following statements not related to the cooperative learning?related to the cooperative learning?

a-Your success benefits me and my a-Your success benefits me and my success benefits you.success benefits you.

b-We all sin kor swim together here.b-We all sin kor swim together here.

c-We all congratulate you on your c-We all congratulate you on your accomplishment.accomplishment.

d-Every group member is responsible d-Every group member is responsible for his\her own learning.for his\her own learning.

e-We can not do it without you.e-We can not do it without you.

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4.Which one of the following activities 4.Which one of the following activities is not used in cooperative learning?is not used in cooperative learning?

a-jigsawa-jigsaw

b-role playb-role play

c-think-pair-soloc-think-pair-solo

d-three-step interviewd-three-step interview

e-circle the sagee-circle the sage

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Case Method:Case Method:

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OBJECTIVESOBJECTIVES

Students will be able to explain what Students will be able to explain what the case method become.the case method become.

Students will be able to express Students will be able to express what the limitations and values of what the limitations and values of the case method the case method

Students will be able to express the Students will be able to express the role of teacher in the process of the role of teacher in the process of the case method.case method.

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CASECASEHe was said that 5/C is the most problem class in the He was said that 5/C is the most problem class in the

school. When the bell rang , some teachers looked at him school. When the bell rang , some teachers looked at him pityingly.pityingly.

When he entered the class he saw that the students did not When he entered the class he saw that the students did not realize him. Everybody was laughing , joking with each realize him. Everybody was laughing , joking with each other and shouting .He remembered what other teachers other and shouting .He remembered what other teachers had said and how they had looked at him. He got angry . had said and how they had looked at him. He got angry . He would not permit of teachers’ making joke with He would not permit of teachers’ making joke with him.He would deal with these naughty students.He him.He would deal with these naughty students.He catched the student who was the nearest to him and catched the student who was the nearest to him and shouted at and told them to sit down .When he saw that shouted at and told them to sit down .When he saw that the students didn’t listened to him , he took the ruler and the students didn’t listened to him , he took the ruler and hit on the desk angrily. hit on the desk angrily.

The students stopped making noise in the class and sat The students stopped making noise in the class and sat down.They were anxious about what the teacher would down.They were anxious about what the teacher would do.The teacher told them not to talk with each other.İf it do.The teacher told them not to talk with each other.İf it weren’t , he would do everything to make them be silent.weren’t , he would do everything to make them be silent.

After the lesson , he met a colleague and told what he had After the lesson , he met a colleague and told what he had done in the class. He said that the students listened to done in the class. He said that the students listened to him during the lesson , they didn’t talk with each other.him during the lesson , they didn’t talk with each other.

And then they walked to the teachers’ room by going on And then they walked to the teachers’ room by going on their talking. their talking.

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PROBLEMS PROBLEMS

Classroom ManagementClassroom Management

lack of communicationlack of communication

discipline problem in the classdiscipline problem in the class

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SOLUTIONSSOLUTIONS

determining some rules with determining some rules with students in the classstudents in the class

empathy in studentsempathy in students

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WHAT IS THE CASE WHAT IS THE CASE METHOD ?METHOD ?

A case is an account of an actual A case is an account of an actual problem or situation which has been problem or situation which has been experienced by an individual or a experienced by an individual or a group. group.

It includes facts available to those It includes facts available to those facing the problem, along with a facing the problem, along with a description of perceptions and description of perceptions and attitudes of those who are attitudes of those who are confronted with the problem confronted with the problem

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HOW IS THE CASE HOW IS THE CASE METHOD’S ANALYSIS ?METHOD’S ANALYSIS ?

The discussion analysis is initiated The discussion analysis is initiated when the teacher asks, in some when the teacher asks, in some manner , “what is the issue or the manner , “what is the issue or the problem in this case ?” problem in this case ?”

The second step is the analysis of The second step is the analysis of the facts in the situation.Here the the facts in the situation.Here the emphasis is upon the what actually emphasis is upon the what actually happened rather than personal happened rather than personal opinion of the facts. Iopinion of the facts. I

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A third step in the analysis may be A third step in the analysis may be conceived as sentiments and conceived as sentiments and beliefs .Here expressed feelings or beliefs .Here expressed feelings or attitudes are considered. attitudes are considered.

The strongest proposal is chosen , The strongest proposal is chosen , sometimes it becomes apparent that sometimes it becomes apparent that more than one decision is best.more than one decision is best.

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ROLES OF THE ROLES OF THE TEACHER TEACHER

Teacher Teacher should be flexible. Accept the fact that should be flexible. Accept the fact that

this is necessary in using case materials. this is necessary in using case materials. should ask questions when necessary, should ask questions when necessary, should never become emotionally should never become emotionally

involved in the case discussion involved in the case discussion should summarize at the end and leave should summarize at the end and leave

time to pull together the key points of time to pull together the key points of the case the case

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ADVANTAGESADVANTAGES

The case method is realistic.The case method is realistic. By capturing and analyzing real By capturing and analyzing real

problems , the student is able to bridge problems , the student is able to bridge the gap between school and real-life the gap between school and real-life experiences.experiences.

Case analysis treats feelings as facts Case analysis treats feelings as facts By treating human emotion and feelings, By treating human emotion and feelings,

the case approach captures the interest the case approach captures the interest and imagination of thr learner.and imagination of thr learner.

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DISADVANTAGESDISADVANTAGES

Although the case method is realistic it Although the case method is realistic it is not actual reality is not actual reality

The case method tends to collapse time The case method tends to collapse time and space dimensions and space dimensions

If used extensively, it will definitely If used extensively, it will definitely limit the content material which can be limit the content material which can be covered.covered.

Use of already prepared , fictional cases Use of already prepared , fictional cases may limit the realism of case sitiation.may limit the realism of case sitiation.

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QUESTIONSQUESTIONS

What are the roles of the teacher in What are the roles of the teacher in the case method ? the case method ?

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Which of them is not between the Which of them is not between the advantages of the case method ?advantages of the case method ?

Case method is realistic. Case problems , Case method is realistic. Case problems , taken from real life experiences.taken from real life experiences.

Case analysis treats feelings as facts Case analysis treats feelings as facts Use of already prepared , fictional cases Use of already prepared , fictional cases

may limit the realism of case sitiation.may limit the realism of case sitiation. By capturing and analyzing real problems By capturing and analyzing real problems

, the student is able to bridge the gap , the student is able to bridge the gap between school and real-life experiences.between school and real-life experiences.

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Drama Technique:Drama Technique:

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OBJECTIVESOBJECTIVES

Students will be able to recognise and Students will be able to recognise and practice individual skillspractice individual skills

Students will be able to communicate Students will be able to communicate with other group members,easilywith other group members,easily

Students will be able to gain an Students will be able to gain an understanding of thunderstanding of thee feeling of others feeling of others

Students will be able to learn to use Students will be able to learn to use body languagebody language

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DDRAMATRAMATIIZATZATIIONON

One of the teaching techniques One of the teaching techniques which teach students how to behave which teach students how to behave in which situation by living itin which situation by living it

Physical environment/costumes/ Physical environment/costumes/ accessories are important,effects the accessories are important,effects the concentration of studentsconcentration of students

Students use their own imagination Students use their own imagination thus improve their creativeness thus improve their creativeness

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SOME SUB-SOME SUB-TECHNTECHNIIQUES ARE QUES ARE

USEDUSED;; Informal drama:Informal drama: no preparation,no no preparation,no

written material.for ex;traffic written material.for ex;traffic accident,accident,

Role playing:Role playing: students may get students may get preparation for their role before preparation for their role before acting,acting,

Formal drama:Formal drama: completely under completely under the teacher control. Everybody uses the teacher control. Everybody uses written materialwritten material

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Puppets:Puppets: students use puppets and say students use puppets and say what they want from behind of the what they want from behind of the puppetspuppets

Pantomime:Pantomime: students use only mime students use only mime and gestures, no oral actsand gestures, no oral acts,,such as such as washing his face,eating something..washing his face,eating something..

Finger game:Finger game: especially for younger especially for younger students. A story is given and want students. A story is given and want students to complete itstudents to complete it by making their by making their fingers talkfingers talk

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ADVANTAGES;ADVANTAGES;

IIt is fun t is fun Provides direct involvement in Provides direct involvement in

learning on the part of all students learning on the part of all students IImproves language usingmproves language using Communicating/speaking and Communicating/speaking and

listening skills are improvedlistening skills are improved Allows for exploration on solutionsAllows for exploration on solutions

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DDIISADVANTAGES:SADVANTAGES:

Needs too much timeNeeds too much time Costumes,decors and preparation of Costumes,decors and preparation of

physical environment may create physical environment may create difficultiesdifficulties

IIf students be limited, it may be f students be limited, it may be boringboring

Students may be too self-consciousStudents may be too self-conscious Not appropriate for large groupsNot appropriate for large groups Students may feel threatenedStudents may feel threatened

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Summary:Summary:

Provides opportunity to recognise Provides opportunity to recognise and practise the skillsand practise the skills

IImproves using languagemproves using language Allows for exploration of solutionsAllows for exploration of solutions The more students involve,the more The more students involve,the more

they learnthey learn

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QUESTIONS:QUESTIONS:

1.1. What is the role of the physical What is the role of the physical environtment in dramatisation environtment in dramatisation technique?technique?

2.2. What are the benefits of What are the benefits of dramatization?dramatization?

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3.3.Which is not one of the sub-Which is not one of the sub-techniques of daramatization?techniques of daramatization?

A)Informal drama A)Informal drama

B)PantomimeB)Pantomime

C)Drawing C)Drawing

D)Puppets D)Puppets

E)Finger gameE)Finger game

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4.4.Which one is one of the Which one is one of the disadvantages of dramatization?disadvantages of dramatization?

A)It is fun A)It is fun

B)Sts may feel threatenedB)Sts may feel threatened

C)Sts use their imaginationC)Sts use their imagination

D)Not teacherD)Not teacher--centeredcentered

E)Helps sts’ concentratingE)Helps sts’ concentrating

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REFERENCES:REFERENCES:

brainstorming, (n. d. ). Retrieved on april, brainstorming, (n. d. ). Retrieved on april, 14, 2007 from 14, 2007 from http://www.mindtools.com/brainstm.htmlhttp://www.mindtools.com/brainstm.html

brainstorming, (n. d. ). Retrieved on april, brainstorming, (n. d. ). Retrieved on april, 14, 2007 from 14, 2007 from http://en.wikipedia.org/wiki/Brainstorminghttp://en.wikipedia.org/wiki/Brainstorming

http://www.http://www.gencbilimgencbilim.com/.com/odevodev//odevgosterodevgoster..phpphp?il=?il=eskisehireskisehir&id=8317&id=8317

http://www.dersimiz.com/http://www.dersimiz.com/eyazimeyazim//yaziyazi..aspasp?id=59?id=59

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http://www.onlinefizik.com/content/view/40http://www.onlinefizik.com/content/view/40/110//110/

ÖZDAŞ,Ali.Öğretim İlke ve Yöntemleri, ÖZDAŞ,Ali.Öğretim İlke ve Yöntemleri, İstanbul,1997İstanbul,1997

KÖKSAL,Güler.Orta Doğu Teknik KÖKSAL,Güler.Orta Doğu Teknik Üni.,Eğitimde Toplam Kalite Yöntemi Üni.,Eğitimde Toplam Kalite Yöntemi Semineri,Yalova,Haziran 2001Semineri,Yalova,Haziran 2001

TAN,Şeref,Yard.Doç.Dr,KAYABAŞI,Yücel TAN,Şeref,Yard.Doç.Dr,KAYABAŞI,Yücel Dr,ERDOĞAN,Alaattin.Öğretimi Planlama Dr,ERDOĞAN,Alaattin.Öğretimi Planlama ve Değerlendirmeve Değerlendirme

Cooperative learning.(Online Cooperative learning.(Online article).Retrieved April 13,2007, from the article).Retrieved April 13,2007, from the World Wide World Wide Web:http://edtech.kennesaw.edu\intech\Web:http://edtech.kennesaw.edu\intech\coopeartivelearning.htmcoopeartivelearning.htm

Sınıf Yönetimi, Doc.Dr.Ayhan Aydın,1998, Sınıf Yönetimi, Doc.Dr.Ayhan Aydın,1998, Page 58-60Page 58-60

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Cooperative learning.(Online Cooperative learning.(Online article).Retrieved April 13,2007, from the article).Retrieved April 13,2007, from the Word Wide Web:http:// Word Wide Web:http:// www.co-operation.org\pages\cl.htmwww.co-operation.org\pages\cl.htm

Harmer,J.(2001)The Practice of English Harmer,J.(2001)The Practice of English Language Teaching.(pp.114-Language Teaching.(pp.114-124).England:Person Education Limited.124).England:Person Education Limited.

Kenneth H.H.The Professional Teacher’s Kenneth H.H.The Professional Teacher’s Handbook(2nd ed.) (pp.315-330)Handbook(2nd ed.) (pp.315-330)

Emmer, E.T., Clemets,B.S.&Worsham,M.S. Emmer, E.T., Clemets,B.S.&Worsham,M.S. Classroom Management for Secondary Classroom Management for Secondary Teachers.(3th ed.) (pp.175-177) Teachers.(3th ed.) (pp.175-177)

The Professional Teacher’s handbook, The Professional Teacher’s handbook, Kenneth H. Hoover, 1976, page 207-224Kenneth H. Hoover, 1976, page 207-224

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KARADAĞ,Asiye.Dramatizasyon Öyküleri, KARADAĞ,Asiye.Dramatizasyon Öyküleri, Kostümleri,Aksesuarları.Anı Kostümleri,Aksesuarları.Anı Yayıncılık,Şubat 2006,ANKYayıncılık,Şubat 2006,ANK

ÜSTÜNDAĞ,Tülay.Yaratıcı Drama-ÜSTÜNDAĞ,Tülay.Yaratıcı Drama-Öğretmenin Günlüğü.Başak Matbaacılık, Öğretmenin Günlüğü.Başak Matbaacılık, 3.Baskı,Temmuz 2002,ANK3.Baskı,Temmuz 2002,ANK

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http://www.http://www.fourfour-h.-h.purduepurdue.edu/.edu/downloadsdownloads//VolunteerVolunteer/4-H-687-W%20-%20teaching%20tech./4-H-687-W%20-%20teaching%20tech.pdfpdf

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Prepared by:Prepared by:

Birsen KayaBirsen Kaya Güzin YahaneciGüzin Yahaneci E.Fatma YıldırımE.Fatma Yıldırım Erden ÇınarErden Çınar Özlem KarabacakÖzlem Karabacak