Prof.V.Bastin Jerome Department of Commerce St.Joseph’s College, Tiruchirappalli –2.

1. Prof.V.Bastin Jerome Department of Commerce St.Joseph’s College, Tiruchirappalli –2.

2. This presentation includes…………

3. This part deals with ….. • Awards given for best service in teaching • Speaks about university, Old and New • Philosophy of Basic Education • Education system promoters • Role of UGC in enhancing education • Inventor of educational system in India, olden days. • Types of Educational system - Gurukuala • Recent concept & Teaching methods in developed countries

4. This part deals with Continues….. • 9. National Educational Plan • 10. Old Educational System, modern educational system • 11. Teaching Level – Micro level and Macro level • 12. Impact of regular education & Open education and Distance education • 13. Education Commission, Performance • 14. Value education, Moral education • 15. Teaching methods, Aids etc.. • 14. Involvement of Students in Research Activities • Selection of a Research Topic • Importance of Research conducted on the particular topic • Uniqueness of Research – New topic, not outdated etc.

6. 1. The most important function of a teacher is to a) facilitate learning b) manage instructional resources c) coordinate curricular activities d) provide information 2. It is popularly said that any two students are not alike. This implies that they differ in their a) physical and mental set up b) aptitude c) social status d) attitude 3. Of the following learning theories, the one that embodies the idea that the learning takes place through insight is known as a) Gestalt b) Stimulus-Response c) Connectionist d) Pragmatic 4. Which of the following is not a type of the learned motives? a) Reflexes b) Habits c) Attitude d) Interest 5. Out of the following, in which lesson, a general rule is explained first and then examples are illustrated? a) Deductive lesson b) Inductive lesson c) Cognitive lesson d) Skill lesson

7. 6. Counselling is provided to assist an individual a) To diagnose learning deficiencies b) To understand and solve problem c) To develop insight d) To develop the personality 7. The lowest level of Taxonomy of Educational Objectives of Cognitive Domain given by Bloom is a) Knowledge b) Comprehension c) Application d) Analysis 8. Instructional objectives are useful to a) Teachers b) Students c) Question paper setters d) All of the above 9. The objectives of a Curriculum are to be stated in terms of a) Students entering behaviour b) Students terminal behaviour c) Teachers behaviour d) Learning process 10. Which of the following is a characteristic of a good test? a) Validity b) Reliability c) Usability d) All of the above

8. Learning Outcomes • Choose the most appropriate visual aid for your purpose and context, • Use the black-/white-board effectively, • Make the most of the overhead projector, • Produce a basic presentation with MS PowerPoint, • Discuss the advantages and disadvantages of other media.

9. Why use teaching aids? Teaching aids are useful to: • reinforce what you are saying, • ensure that your point is understood, • signal what is important/essential, • enable students to visualise or experience something that is impractical to see or do in real life, • engage students’ other senses in the learning process, • facilitate different learning styles.

10. We Learn and Retain: 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning.

11. Advantages No advanced preparation required, except when displaying a complex table/chart/ diagram. Technology is not dependent on electricity or other possible glitches. Can be used by students for problem-solving, etc. Disadvantages Time-consuming if you have a lot to write. Handwriting may be difficult to read (legibility, size, glare, etc.). Turn your back on audience. Cleaning the board (chalk dust, permanent marker, etc.) Can’t go back to something you’ve erased. WHITE-/BLACKBOARD

12. WHITE-/BLACKBOARD TIPS • Get to the lecture hall early to make sure that the board has been cleaned. • Bring your own chalk/markers and eraser. • If you have problems with keeping your writing level, draw horizontal lines in advance using a pencil and metre stick. • Draw complex diagrams, charts, etc. in advance and cover with a piece of newsprint until needed.

13. Advantages Allows you to prepare all your slides in advance. Particularly suited for complex diagrams, charts and illustrations. Can build up information point-by-point through the use of overlays. Don’t have to turn your back on the audience. Disadvantages A blown bulb or power failure can spoil all your hard work. Image quality can also be a problem. Can be disorienting to manipulate transparencies on projector plate. OVERHEAD PROJECTOR

14. OVERHEAD PROJECTOR Preparing Transparencies • By hand, or • Computer application (eg. MS PowerPoint, MS Word, HTML documents) • Printing - colour or B/W • Printer (laser or inkjet), or • Photocopier

15. OVERHEAD PROJECTOR Selecting Text • Avoid overcrowding • Avoid continuous prose • Bullet or numbered points preferred • KILLS Keep It Legible, Lean and Simple

16. Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium. NO SMOKING OVERHEAD PROJECTOR Keep words to a minimum:

17. OVERHEAD PROJECTOR Tables are best avoided:

18. OVERHEAD PROJECTOR Use Charts/Graphs instead:

19. Choosing a Font Size - minimum 20pt (5mm high) Sans serif fonts preferred Examples: 14 pt Tahoma 20 pt Tahoma 28 pt Tahoma 36 pt Tahoma Times New Roman Arial Comic Sans OVERHEAD PROJECTOR

20. OVERHEAD PROJECTOR Style Notes for Transparencies • Allow a margin of 5 cm (2”) all round. • Avoid TOO MUCH UPPERCASE TEXT • For emphasis, use bold or underlining instead of italics • Keep titles systematic and consistent • Justification - left or centred • Avoid light text on dark background.

21. During the Lecture Keep used and unused slides in separate piles. Cover the slide with a piece of cardboard and slide it down to reveal text as you go. Use a pen on the OHP glass rather than pointing to the screen. Beforehand Get to the room early to make sure the OHP is working. Check the aim and focus. Walk to the back of the room to see whether the smallest print is readable. Relax (if possible). OVERHEAD PROJECTOR

22. DATA PROJECTOR (portable) How to connect your Laptop to a portable data projector: • Attach one end of the data cable to the serial port of the laptop. • Attach the other end to the RGB IN port of the data projector. • Switch the data projector on followed by the laptop. • Press the 'Fn' and the appropriate function key to display.

23. DATA PROJECTOR (fixed) NOTE: Available in certain classrooms only A FEW DAYS BEFORE • Contact Education Services Helpdesk to have your account authorised for log on.

24. DATA PROJECTOR (fixed) JUST BEFORE YOUR LECTURE/TUTORIAL • Log on as normal. • Open PowerPoint (or other application) and access files on your designated network drive, or • Open web browser, type in the URL and queue up what you want to present. • Minimise window until you are ready to use.

25. When to USE: if electricity is unavailable, to enable students to illustrate group reports, to provide a written record of points made by students. TIPS Check the room and equipment beforehand. Get your own pad of newsprint. Write out important pages in advance. Don’t put too much on a page. Carry a collection of felt-tip pens and check that they haven’t dried out. Bring along some Blutack. Other MediaFLIPCHART

26. When to USE: Particularly suited for language learning, media studies, English literature, etc. Valuable when referring to recorded historical events (e.g. Martin Luther King’s “I have a dream” speech). Background music can also be played before class starts and during group activities. TIPS Check the room and equipment beforehand. Can it be heard from the back of the room? Find the right spot on the tape/CD and queue it up in advance. Don’t play more than a few minutes of audio at one time. Break up longer clips into segments, interspersed with discussion or other activities. Other Media AUDIO TAPES or CDs

27. When to USE: Adds a dimension not available through audio alone - helps students to visualise. Essential when illustrating things that are impractical to do in real life. Particularly suited for language learning, media studies, engineering, etc. Valuable when referring to recorded historical events. TIPS Same as for CDs/audio tapes Check equipment beforehand. Can images be seen from the back of the room? Queue up the tape in advance. Break viewing into short segments, interspersed with discussion or activities. Other Media VIDEO TAPES or DVDs

28. Stage One Work individually. Think of a lecture/ tutorial you will be giving. What media will you use to support it? Time for task - 2 minutes. Stage Two Form triads. Share you plans with each other. Why did you choose specific media? Time for task - 5 minutes. TASK: Choosing Media • Stage Three • Raise problems/issues in plenary session.

29. TEACHING METHODS 1. The Lecture Method Possibly the most popular and widespread teaching method is lecturing, in which the teacher gives information and the students listen or take notes. Lecturing is a useful way of imparting a great deal of information quickly, but it is passive for students. Keeping the students’ attention is a major dilemma educators have to face. The best use of lecturing is in combination with other methods; this helps your students retain their interest and attention, allows for more student participation, and emphasizes different learning styles.

30. 2. Small Group Discussion An equally popular teaching method is small group discussions (or cooperative learning), in which students are working together in groups to solve problems, giving knowledge a much-needed social context. It makes the students responsible for themselves and each other, and creates a community of learners and writers.There are drawbacks to small group discussion, such as a louder classroom and the occasional giggling of friends in the same groups. These drawbacks can be easily corrected by careful splitting into groups, and constant reminders to keep the noise level low.

31. 3. Questioning Method This method requires the educator begins the lesson by introducing some provocative idea or question and the students respond. One of the best ways to generate discussion is to ask an open-ended question (one which can't be answered by a simple "yes" or "no"). Questioning tends to be a universal teaching strategy. There are drawbacks to this teaching method, such as lack of class participation due to discomfort from speaking out loud or misunderstanding the questions given to them. Having a student reword the question or giving the class time to react to the questions are good solutions to these drawbacks.

32. 4. Inquiry/Inductive Teaching Inductive teaching is an investigative learning process that asks students to pose questions, analyze data, and develop conclusions or generalizations. This teaching method requires educators to “teach kids how to think.” Critical thinking skills are becoming more important; thus, constructivism was created. Constructivism is an approach to teaching and learning based on the premise that cognition (learning) is the result of “mental construction.” In other words, students learn by fitting new information together with what they already know.

33. Analyzing the Instructional Environment • Policies • Training methodology • Time allowed for training • Support for training requirements • Technology • Hardware • Software • Network connections • Resources • Meeting rooms • Technical help • Supplementary learning materials

34. Teaching Methods Multimedia Teaching

35. TRADITIONAL AND MULTIMEDIA LEARNING THE DIFFERNCE TRADITIONAL METHOD – A ONE WAY FLOW TEACHER ---------- STUDENTS MULTIMEDIA LEARNING – AN INTERACTIVE LEARNING PROCESS TEACHER ---------- STUDENTS ----- MULTIMEDIA VARIOUS MULTIMEDIA TOOLS