First day was fun, the class had exchange of introduction between the lecturer and ourselves. We learnt to meditate and how we should be mindful about everything we do. (7/03/2012)
Today, we tried to define Strategy, Method, Skill, Technique and Approach in different ways. Every group had their own views. There were lots of confusion. Finally, we learnt that strategy was a plan of action and it was of two types: 1. long-term plan and 2. short-term plan. In conclusion we learnt that we were trying to define just 3 of them since strategy and method, skill and technique were similar with very slight difference. There was an active participation in the class since everyone including myself contributed to the discussion.
*Teaching method is the way the teacher approaches the students, how teacher deliver content material such as whole class discussion method or brainstorming method, etc.
*Skill refers to techniques in handling teaching materials or tools such as OHP, gesture of explaining things... that is what i could make out.
*Strategy is planned-a systematic approach to a problem Strategy can also be the action to be taken by the students to reach the objective.
The characteristics of an effective teacher are: *explains clearly *is well prepared *makes difficult topics easy to understand *uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable *makes the objectives of the course and each class clear *has good classroom management skills
Yesterday, we learned about the inductive teaching and learning strategies. There are 4 phases in this teaching method: PHASE I: THE OPEN-ENDED PHASE 1.Students are shown an example of the concept or generalization. 2.Students are asked to observe the example and describe it. 3.Students are shown non-example of the concept or generalization. 4.Again students asked to observe and describe the non-example of the shown. 5.More examples/non-examples are shown followed by observation and description. 6.Students are encouraged to compare the examples/non-examples and find similarities and differences. PHASE II: THE CONVERGENT PHASE Students are prompted to identify the similar patterns/characteristics/critical attributes present in their examples. PHASE III: THE CLOSURE PHASE Students are encouraged to arrive at the generalization/definition of concept explicitly stating the characteristics identified in the examples. PHASE IV: THE APPLICATION PHASE Students are encouraged to apply the definition/generalization arrived at; some more examples and non-examples are identified.
Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). The scaffolding teaching strategy provides individualized support based on the learner’s ZPD. In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information.
Advantages of I T strategy: (1) It helps proper understanding. For example - It is easy to understand a Mathematical principle through a number of simple examples. (2) It gives students opportunity of active participation. (3) It is based on actual observation and experimentation. (4) It restricts the tendency to learn things by rote and also reduces home work.
Disadvantages of I T strategy: (1) Since the classroom environment is completely student-centered(not much authority to the teacher), the whole 100% of the students may not contribute to the learning.
once again, we reflected on the inductive teaching strategy and this time it was a paired discussion. We even debated on its definition for a while and concluded with similar understandings.
We were also made familiar to the Aronson's jig-saw strategy.
It was a simple class today. We studied the antonym of inductive teaching strategy i.e. Deductive teaching strategy. It is the strategy in which principles or generalizations are presented initially followed by application or testing of these principles. It is basically leading the students from - unknown to known - abstract to concrete and - complex to simple.
We learned more about it through its purposes, the 4 phases and the advantages and disadvantages of that deductive teaching.
Moreover, the role of a teacher in deductive teaching was a few similar to that of inductive teaching with only few differences....
Class Presentation of first group on QUESTIONING. A question is any sentence which has an interrogative form or function. In classroom settings,teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it.
PURPOSE of questioning: •Assess the level of students' comprehension. •Develop student interest or motivation. •Develop thinking skills. •Establish relationships between concepts and many more...
Three Types Of Questioning Strategy: 1. Socratic Questioning. 2. Bloom’s Taxonomy. 3.Kipling's Questions.
Advantages of QUESTIONING: 1.Asking questions frequently during class discussions is positively related to learning facts. 2.Posing questions before reading and studying material is effective for students who are older, high ability, and/or known to be interested in the subject matter.
Disadvantages 1.Increasing the frequency of classroom questions does not enhance the learning of more complex material. (Some researchers have found no relationship; others have found a negative relationship.) 2.Very young children and poor readers tend to focus only on material that will help them answer questions if these are posed before the lesson is presented. 3.Research on the relationship between the cognitive level of teachers’ questions and the achievement of their students has proved frustrating to many in the field of education, because it has not produced definitive results.
Role of the Teacher: (Socratic questioning)
1.During Socratic questioning, the teacher is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking.
2.The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own.
3.The teachers create and sustain an intellectually stimulating classroom environment and acknowledge the value of the student in that environment. In an intellectually open, safe, and demanding learning environment, students will be challenged, yet comfortable in answering questions honestly and fully in front of their peers.
Role of students:
–Participate when called upon. –Answer questions as carefully and clearly as possible. –Address the whole class so that everyone can hear their answers. –Be as succinct as possible in the interest of maximizing classroom time and effectiveness.
A project is any activity, individual or group, involving the study and solution of problems, planned and carried out to conclusion under the guidance of the teacher.
Features of Project strategy
• it extends beyond classroom teaching. • the method is carried out in natural setting or real life situations. • this method involves investigation and solution to practical problems. • it demands and ensures active participation from the students. • involves effective interaction between the student and the social environment. • creates an opportunity to acquire or practice social skills. • enables the students to study functional aspects of the subjects learnt. • teacher acts as a facilitator or a guide and thus promotes independent learning.
Principles of Project Strategy
1. Principle of utility: The project method attempts to study and investigate a practical problem or a situation. The problems are concrete and not just abstract. The project should yield results, which are useful to learner. 2. Principle of readiness: The teacher presents a set of tasks and the students are given the opportunity to choose one for the purpose of project. The options offered to the student are to the students to choose an area depending on their own interest and choice ensures the readiness and willingness to work on a certain project.
3. Principle of learning by doing: Since this method of teaching provide an opportunity for the learners to have a direct contact with the learning situation or the context of learning, the learners acquire knowledge and skill through practical experience.
4. Principle of freedom at work. The teacher acts as guide and facilitator. The students enjoy a high degree of freedom and it facilitates the emotional and intellectual development process in the learner.
5. Principle of socialization It provides an opportunity for learner to come into direct contact with the social environment. Such effective social interaction enables the learners to acquire social skills necessary to adjust and live in society.
Procedure on project strategy. Stage I: Classroom Planning Step 1: Providing a set of tasks/problems for study. Step 2: Selecting a task/problem for study. Step 3: Formulation of hypothesis (for problems undertaken). Step 4: Planning/designing methods to investigate.
Stage II: Execution Step 1: Collection of data. Step 2: Organizing and interpreting data. Step 3: Review.
What ? • Demonstration method is a visual approach to examining information, ideas and processes. • It is a teaching method that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know.
In this method of teaching, the teacher performs the experiment before the class and simultaneously explains what s/he is doing. S/he also asks relevant questions to maintain the interest and attention of students. The students are compelled to observe carefully because they have to describe each and every step of the experiment accurately and draw conclusion. After thorough questioning and cross-questioning, the class draws conclusion. Demonstrations to be done by the teacher have to be included as part of some activities. For example where resources are limited or the technique for the experiment is more difficult, ensure that some children take part in the demonstration. Make sure your equipment is well prepared. Ask for help from students and keep them involved by asking questions. When you do a demonstration make sure that all students can see what you are doing.
Why ? 1. To stimulate interest in a particular topic:
Often the demonstration attracts student attention and generates interest by providing sensory stimulus that the written or spoken word cannot.
2. To illustrate points efficiently:
The demonstration is useful when time is limited or when an explanation alone is not sufficient. For example a well-planned demonstration of how to operate a microscope is far more effective than any amount of written or verbal instructions.
3. To provide a change of pace:
At times the demonstration method is used for the express purpose of giving students a break from other modes of instructions especially verbal ones. This change of pace avoids the boredom that tends to set in with prolonged use of one particular mode of instruction.
4. Lack of equipment:
All schools do not have enough equipment needed for the experiments for individual student. During such situations, a science teacher can resort to the method of demonstration to teach the concept.
5. Time constraint: Due to vast syllabus coverage and the huge number of students in the class, sometimes practical experiments will not be feasible. At such time, teachers can demonstrate the experiments to make up for the time.
6. Risky experiments: All teachers are aware that all experiments are not safe especially for small children. The risk is that there are possibilities of hurting students by glass splinters and burns or cause accidents in the class during the experiments. Hence, teachers need to perform the experiments by themselves.
How ? 1. Carefully plan the demonstration:
Like all other methods of teaching, the teacher must know exactly what s/he is doing. This is particularly true of the demonstration, where precision and clarity are crucial to the students’ ability to understand what they see. Careful thought and research are needed to make sure that all phases of the demonstration are accurately and logically presented.
2. Practice the demonstration:
Once a well thought out plan has been developed, ample time should be set aside to practice the demonstration. It is very risky to give a demonstration without having practiced it beforehand, especially when the procedure or topic is relatively complex or unfamiliar.
3. Develop an outline to guide the demonstration:
To ensure that the demonstration goes smoothly it is a good idea to have an outline that lists the steps to follow, the materials to use, the questions to ask and the important points to make. Developing such an outline provides the teacher not only a guide for carrying out the demonstration but also with a well designed framework into which spontaneous ideas can be incorporated as the situation demands.
It seems obvious that the teacher would make sure that all students can see the demonstration. Unfortunately, teachers sometimes fail to do this causing a situation which results in student’s loss of interest and misbehavior.
5. Introduce the demonstration to focus attention:
Students are likely to be interested in the demonstration and to understand it if they have at least a general idea of what to look for as it proceeds. A few introductory comments emphasizing the essential features and key terms of the demonstration can serve this purpose as an outline or diagram on the chalkboard. It is however unproductive to use a worksheet as a means of orienting students because it tends to draw their attention away from the demonstration.
6. Ask and encourage questioning:
“Students should be encouraged to ask questions so that their verbal experiences are integrated with their visual ones” (Crawford, 1938). Also students should be asked questions at key points as a way of assessing how well they understand the demonstration.
7. Plan a follow up to the demonstration:
A demonstration should be followed by activities that help students interpret and further understand the important points that were presented. Such activities could include a discussion or a writing exercise in which students can describe what they have observed.
First day was fun, the class had exchange of introduction between the lecturer and ourselves. We learnt to meditate and how we should be mindful about everything we do. (7/03/2012)
ReplyDeleteToday, we tried to define Strategy, Method, Skill, Technique and Approach in different ways. Every group had their own views. There were lots of confusion. Finally, we learnt that strategy was a plan of action and it was of two types: 1. long-term plan and 2. short-term plan.
ReplyDeleteIn conclusion we learnt that we were trying to define just 3 of them since strategy and method, skill and technique were similar with very slight difference. There was an active participation in the class since everyone including myself contributed to the discussion.
Today, we had a brief discussion on the differences between Strategies, Methods and Skills in the field of teaching
ReplyDelete*Teaching method is the way the teacher approaches the students, how teacher deliver content material such as whole class discussion method or brainstorming method, etc.
ReplyDelete*Skill refers to techniques in handling teaching materials or tools such as OHP, gesture of explaining things... that is what i could make out.
*Strategy is planned-a systematic approach to a problem
Strategy can also be the action to be taken by the students to reach the objective.
The characteristics of an effective teacher are:
ReplyDelete*explains clearly
*is well prepared
*makes difficult topics easy to understand
*uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable
*makes the objectives of the course and each class clear
*has good classroom management skills
Yesterday, we learned about the inductive teaching and learning strategies.
ReplyDeleteThere are 4 phases in this teaching method:
PHASE I: THE OPEN-ENDED PHASE
1.Students are shown an example of the concept or generalization.
2.Students are asked to observe the example and describe it.
3.Students are shown non-example of the concept or generalization.
4.Again students asked to observe and describe the non-example of the shown.
5.More examples/non-examples are shown followed by observation and description.
6.Students are encouraged to compare the examples/non-examples and find similarities and differences.
PHASE II: THE CONVERGENT PHASE
Students are prompted to identify the similar patterns/characteristics/critical attributes present in their examples.
PHASE III: THE CLOSURE PHASE
Students are encouraged to arrive at the generalization/definition of concept explicitly stating the characteristics identified in the examples.
PHASE IV: THE APPLICATION PHASE
Students are encouraged to apply the definition/generalization arrived at; some more examples and non-examples are identified.
Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). The scaffolding teaching strategy provides individualized support based on the learner’s ZPD. In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information.
Advantages of I T strategy:
ReplyDelete(1) It helps proper understanding. For example - It is easy to understand a Mathematical principle through a number of simple examples.
(2) It gives students opportunity of active participation.
(3) It is based on actual observation and experimentation.
(4) It restricts the tendency to learn things by rote and also reduces home work.
Disadvantages of I T strategy:
(1) Since the classroom environment is completely student-centered(not much authority to the teacher), the whole 100% of the students may not contribute to the learning.
once again, we reflected on the inductive teaching strategy and this time it was a paired discussion. We even debated on its definition for a while and concluded with similar understandings.
ReplyDeleteWe were also made familiar to the Aronson's jig-saw strategy.
It was a simple class today. We studied the antonym of inductive teaching strategy i.e. Deductive teaching strategy. It is the strategy in which principles or generalizations are presented initially followed by application or testing of these principles. It is basically leading the students from
ReplyDelete- unknown to known
- abstract to concrete and
- complex to simple.
We learned more about it through its purposes, the 4 phases and the advantages and disadvantages of that deductive teaching.
Moreover, the role of a teacher in deductive teaching was a few similar to that of inductive teaching with only few differences....
Class Presentation of first group on QUESTIONING.
ReplyDeleteA question is any sentence which has an interrogative form or function. In classroom settings,teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it.
PURPOSE of questioning:
•Assess the level of students' comprehension.
•Develop student interest or motivation.
•Develop thinking skills.
•Establish relationships between concepts and many more...
Three Types Of Questioning Strategy:
1. Socratic Questioning.
2. Bloom’s Taxonomy.
3.Kipling's Questions.
Advantages of QUESTIONING:
1.Asking questions frequently during class discussions is positively related to learning facts.
2.Posing questions before reading and studying material is effective for students who are older, high ability, and/or known to be interested in the subject matter.
Disadvantages
1.Increasing the frequency of classroom questions does not enhance the learning of more complex material. (Some researchers have found no relationship; others have found a negative relationship.)
2.Very young children and poor readers tend to focus only on material that will help them answer questions if these are posed before the lesson is presented.
3.Research on the relationship between the cognitive level of teachers’ questions and the achievement of their students has proved frustrating to many in the field of education, because it has not produced definitive results.
Role of the Teacher: (Socratic questioning)
1.During Socratic questioning, the teacher is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking.
2.The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own.
3.The teachers create and sustain an intellectually stimulating classroom environment and acknowledge the value of the student in that environment. In an intellectually open, safe, and demanding learning environment, students will be challenged, yet comfortable in answering questions honestly and fully in front of their peers.
Role of students:
–Participate when called upon.
–Answer questions as carefully and clearly as possible.
–Address the whole class so that everyone can hear their answers.
–Be as succinct as possible in the interest of maximizing classroom time and effectiveness.
Project strategy
ReplyDeleteA project is any activity, individual or group, involving the study and solution of problems, planned and carried out to conclusion under the guidance of the teacher.
Features of Project strategy
• it extends beyond classroom teaching.
• the method is carried out in natural setting or real life situations.
• this method involves investigation and solution to practical problems.
• it demands and ensures active participation from the students.
• involves effective interaction between the student and the social environment.
• creates an opportunity to acquire or practice social skills.
• enables the students to study functional aspects of the subjects learnt.
• teacher acts as a facilitator or a guide and thus promotes independent learning.
Principles of Project Strategy
1. Principle of utility:
The project method attempts to study and investigate a practical problem or a situation. The problems are concrete and not just abstract. The project should yield results, which are useful to learner.
2. Principle of readiness:
The teacher presents a set of tasks and the students are given the opportunity to choose one for the purpose of project. The options offered to the student are to the students to choose an area depending on their own interest and choice ensures the readiness and willingness to work on a certain project.
3. Principle of learning by doing:
Since this method of teaching provide an opportunity for the learners to have a direct contact with the learning situation or the context of learning, the learners acquire knowledge and skill through practical experience.
4. Principle of freedom at work.
The teacher acts as guide and facilitator. The students enjoy a high degree of freedom and it facilitates the emotional and intellectual development process in the learner.
5. Principle of socialization
It provides an opportunity for learner to come into direct contact with the social environment. Such effective social interaction enables the learners to acquire social skills necessary to adjust and live in society.
Procedure on project strategy.
Stage I: Classroom Planning
Step 1: Providing a set of tasks/problems for study.
Step 2: Selecting a task/problem for study.
Step 3: Formulation of hypothesis (for problems undertaken).
Step 4: Planning/designing methods to investigate.
Stage II: Execution
Step 1: Collection of data.
Step 2: Organizing and interpreting data.
Step 3: Review.
Step III: Conclusion
Step 1: reporting and incorporating additions/deletions.
Step 2: Evaluation.
Demonstration Strategy
ReplyDeleteWhat ?
• Demonstration method is a visual approach to examining information, ideas and processes.
• It is a teaching method that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know.
In this method of teaching, the teacher performs the experiment before the class and simultaneously explains what s/he is doing. S/he also asks relevant questions to maintain the interest and attention of students. The students are compelled to observe carefully because they have to describe each and every step of the experiment accurately and draw conclusion. After thorough questioning and cross-questioning, the class draws conclusion.
Demonstrations to be done by the teacher have to be included as part of some activities. For example where resources are limited or the technique for the experiment is more difficult, ensure that some children take part in the demonstration. Make sure your equipment is well prepared. Ask for help from students and keep them involved by asking questions. When you do a demonstration make sure that all students can see what you are doing.
Why ?
1. To stimulate interest in a particular topic:
Often the demonstration attracts student attention and generates interest by providing sensory stimulus that the written or spoken word cannot.
2. To illustrate points efficiently:
The demonstration is useful when time is limited or when an explanation alone is not sufficient. For example a well-planned demonstration of how to operate a microscope is far more effective than any amount of written or verbal instructions.
3. To provide a change of pace:
At times the demonstration method is used for the express purpose of giving students a break from other modes of instructions especially verbal ones. This change of pace avoids the boredom that tends to set in with prolonged use of one particular mode of instruction.
4. Lack of equipment:
All schools do not have enough equipment needed for the experiments for individual student. During such situations, a science teacher can resort to the method of demonstration to teach the concept.
5. Time constraint:
Due to vast syllabus coverage and the huge number of students in the class, sometimes practical experiments will not be feasible. At such time, teachers can demonstrate the experiments to make up for the time.
6. Risky experiments:
All teachers are aware that all experiments are not safe especially for small children. The risk is that there are possibilities of hurting students by glass splinters and burns or cause accidents in the class during the experiments. Hence, teachers need to perform the experiments by themselves.
How ?
1. Carefully plan the demonstration:
Like all other methods of teaching, the teacher must know exactly what s/he is doing. This is particularly true of the demonstration, where precision and clarity are crucial to the students’ ability to understand what they see. Careful thought and research are needed to make sure that all phases of the demonstration are accurately and logically presented.
2. Practice the demonstration:
Once a well thought out plan has been developed, ample time should be set aside to practice the demonstration. It is very risky to give a demonstration without having practiced it beforehand, especially when the procedure or topic is relatively complex or unfamiliar.
3. Develop an outline to guide the demonstration:
To ensure that the demonstration goes smoothly it is a good idea to have an outline that lists the steps to follow, the materials to use, the questions to ask and the important points to make. Developing such an outline provides the teacher not only a guide for carrying out the demonstration but also with a well designed framework into which spontaneous ideas can be incorporated as the situation demands.
4. Make sure everyone can see the demonstration:
ReplyDeleteIt seems obvious that the teacher would make sure that all students can see the demonstration. Unfortunately, teachers sometimes fail to do this causing a situation which results in student’s loss of interest and misbehavior.
5. Introduce the demonstration to focus attention:
Students are likely to be interested in the demonstration and to understand it if they have at least a general idea of what to look for as it proceeds. A few introductory comments emphasizing the essential features and key terms of the demonstration can serve this purpose as an outline or diagram on the chalkboard. It is however unproductive to use a worksheet as a means of orienting students because it tends to draw their attention away from the demonstration.
6. Ask and encourage questioning:
“Students should be encouraged to ask questions so that their verbal experiences are integrated with their visual ones” (Crawford, 1938). Also students should be asked questions at key points as a way of assessing how well they understand the demonstration.
7. Plan a follow up to the demonstration:
A demonstration should be followed by activities that help students interpret and further understand the important points that were presented. Such activities could include a discussion or a writing exercise in which students can describe what they have observed.
Advantage
ReplyDelete1.Seeing before doing: Benefit from seeing before having to do.
2.Task guidance: Can be guided step by step.
3.Economy of supplies: Fewer supplies needed because not everyone needs to handle material.
4.Safety: Allows teacher to control potentially dangerous materials or machinery instead of students.
Disadvantage
1.Not hands-on: Not a direct hands on experience for student unless being lead step by step.
2.Limited view: Students may not have an equal view of demonstration, so some may miss an aspect of the demonstration.
3.Pacing issue: Not all students will be able to follow single paced demonstration