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METHODS AND TECHNIQUES OF TEACHING BY SK KOCHHAR

METHODS AND TECHNIQUES OF TEACHING BY SK KOCHHAR. This presentation is made by. MUHAMMAD SUHAIL ASLAM Assistant Professor Defence Authority Degree College Khayaban-e-Rahat,Phase-6. THE GENESIS OF MODERN EDUCATION. Education two centuries back

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METHODS AND TECHNIQUES OF TEACHING BY SK KOCHHAR

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  1. METHODS AND TECHNIQUES OF TEACHING BY SK KOCHHAR

  2. This presentation is made by MUHAMMAD SUHAIL ASLAM Assistant Professor Defence Authority Degree College Khayaban-e-Rahat,Phase-6

  3. THE GENESIS OF MODERN EDUCATION • Education two centuries back • New trends in the West take birth • The rise of new trends in the East • Educational technology comes to the fore

  4. SIGNIFICANT TRENDS IN MODERN EDUCATION • A new concept of education • Creative education • Revolution in the teaching-learning process • Meeting individual differences • Socialization and group dynamics • Activity – centred

  5. Integration and correlation • Discipline • Teacher participation • Teacher’s non-intervention • Parental co-operation • New materials and modes of instruction • School arrangement • Methods of appraisal

  6. THE TEACHING LEARNING PROCESS • Nature of teaching • Emphasizing the learner • Guiding the learner • Promotion learner development • Teaching as an art • Nature of learning

  7. The process of learning (1) Needs of the learner (2) Readiness to learn (3) Situation (4) Interaction • Conditions of learning (1) Motivation (2) Psychological security (3) Experimentation (4) Feedback (5) Practice (6) Belonging and configuration (7) Integration

  8. Main characteristics of learning (1) Learning is growth (2) Learning is adjustment (3) Learning is organizing experience (4) Learning is purposeful (5) Learning is intelligent (6) Learning is action (7) Learning is both individual and social (8) Learning is unenforceable (9) Learning is a product of the environment (10) The learning affects the conduct of the learner (11) Learning is whole (12) Learning frequently depends upon insight

  9. Reference in adult and child learning • Maxims of teaching (1) Proceed from the known to the unknown (2) Proceed from analysis to synthesis (3) Proceed from the simple to the complex (4) Proceed from whole to part (5) Proceed from concrete to abstract (6) Proceed from the particular to the general (7) Proceed from empirical to rational (8) Proceed from psychological to logical (9) Proceed from the actual to the representative

  10. Good teaching (1) Recognizes individual differences among pupils (2) It is Need-centred (3) Improves the quality of living of every child (4) Interesting (5) Kindly and sympathetic (6) Challenge the child to learn (7) Sense the productive moment (8) Create the learning situation (9) Causes, facilitates and promotes learning (10) Conforms to the aims of teaching (11) Encourages general development (12) Consideration of the social background of the learners (13) Cannot be tied to any one method

  11. (14) Dynamic (15) Reduces the distance between the teacher and the taught (16) Well-planned and systematic • Beginning to teach (1) Know the school routine (2) Be familiar with the standard of the class (3) Be familiar with curriculum (4) Organize routine efficiently (5) Over-plan at first (6) Conduct the lesson well (7) Learn names quickly (8) Keep balance (9) Project your personality • Classroom problems for beginners

  12. MOTIVATION AND LEARNING • Importance of motivation • What is motivation? • Intrinsic versus extrinsic motivation • Motivational procedures (1) Motivation and maturation (2) Knowledge of goals and procedures (3) Relationship with life (4) Teacher-pupil relationship (5) Active participation (6) Success and failure

  13. (7) Rewards (8) Punishment (9) Praise and reproof (10) Knowledge of progress (11) Marks (12) Co-curricular activities (13) Rivalry between groups (14) Rivalry with one’s own past record • Motivating backward pupils

  14. Causing and maintaining motivation • Whetting the appetite • Emphasizing instrumental behavior • Utilizing suspense discovery • Avoid initial discouragement • Prevention of extinction

  15. LEARNING EXPERIENCES Three levels of learning experiences: • Direct experiences • Vicarious experiences • Symbolic or abstract experience

  16. CURRICULUM • What is curriculum? • Aims and objectives of curriculum • Principles for constructing curriculum (1) Curriculum should be child centred (2) Curriculum should provide a fullness of experience for children (3) Curriculum should make provision for flexibility within a framework of acceptable principles and values (4) Curriculum should be related to the life needs and aspirations of the people (5) Curriculum should be able to develop a relation outlook

  17. (6) Curriculum should lay emphasis on learning to live rather than on living to learn (7) Curriculum should make provision for socially useful productive work (8) Curriculum should be able to promote social justice, democratic values and national integration (9) Curriculum should make adequate provision for the study of languages (10) Curriculum should make provision for artistic experience and expression (11) Curriculum should make provision for physical development (12) Curriculum should make provision for character building and human values (13) Curriculum should provide both for uniformity and variety (14) Curriculum should provide for continuity in the whole programme (15) Curriculum should be well integrated

  18. Organizing the curriculum • Nature of activities • Formulation of objectives • Primary education • Secondary education

  19. TEACHING DEVICES • Why teaching devices (1) To teach something more thoroughly so that the children may retain the subject-matter taught. (2) To teach something more quickly. This will result in “overing more ground” in a given time, and thus give a better chance of “getting through the syllabus. (3) As a means of creating or sustaining interests. (4) As a means of integrating a number of separate pieces, of work already learned by other means; and (5) As a means of bringing with the experience and understanding of children something which is new to them. This often includes the presentation of children, in simplified form, of matters which are appreciated fully only by adults.

  20. Different teaching devices (1) Devices of limited application (2) Devices of general application • Types of devices (1) Narration (2) Exposition (3) Description (4) Questioning (i) Testing Question (ii) Teaching or Developing Question (a) Preliminary or Introductory Question (b) Teaching Question (iii) Recapitulatory Question

  21. What to avoid in questions (1) Purposeless questions should be avoided (2) Questions should not be verbose (3) Avoid questions which contain their own answer (4) Questions should not ask too much of the pupils (5) Questions should not be asked in the form of a statement (6) Asking questions round the class in strict rotation in inadvisable (7) Questions that involve deciding between alternative are not the best because of the temptation to guess (8) Avoid echo questions (9) Questions should not be allowed to continue for long

  22. (10) Rhetorical questions have little place in the class- room below senior classes (11) Under normal circumstances, there is little justification repeating questions and answers. (12) Too many question should be asked of one or two pupils only (13) The questions should not be rephrased or change without sufficient reason (14) Do not feel it necessary to answer every question asked by pupils (15) Make pupils feet responsible for the answer to question asked by their own classmates

  23. Answering (1) All correct answers (2) All wrong answer (3) Partially correct and partially wrong (4) Correct but incomplete (5) Wrong but intelligent (6) Mischievous • Illustration (1) Non-verbal, natural, objective or concrete illustrations (2) Verbal illustrations Under the first category we have:

  24. (i) Concrete materials such as actual objects or specimens (ii) Models or solid representation of objects (iii) Pictorial or photographic representation of objects (iv) Blackboard sketches, diagrams, paintings etc. (v) Graphs, maps and charts The relative importance of these two types of illustration depends upon: (a) The nature of the subject (b) The level of pupil’s development

  25. Text book Text-book is necessary because of the limitations of the classroom situation in most of the Indian schools: (1) Large number of students in each class (2) Teacher’s worries about finishing the prescribed syllabus of studies, within the specified period of session. (3) Students of all types possessing different abilities and mental make-up, clustered in one single class, which multiplies problems for the teacher and the taught. (4) Non-availability of other teaching aids and devices.

  26. How to use the text-book? (1) Exploratory readings (2) Securing facts related to the unit (3) Map, chart, graph or picture study (4) Summarization of learning • Homework (1) Problems associated with homework (2) Objectives of homework and assignments (3) The amount of homework (4) Type of homework (5) Teacher’s diary (6) Written work

  27. Assignment (1) Assignments are a part of teaching (2) Assignments are related to purpose (3) Assignments provide orientation to the work (4) Assignments should be designed to motivate pupil efforts (5) Assignments sometimes require special preparation of the pupils for the learning task, to ensure the success of the lesson (6) Good assignments challenges, not threaten (7) Assignment should provide for individual differences (8) Assignments should be co-operatively made (9) Assignments should stress clarity (10) Assignments should deal with work that is important and worthwhile.

  28. Library • Museum • Evaluation (1) What is worth learning (or teaching) (2) How best to learn it (or teach it)? (3) How well has it been learnt (or taught)?

  29. FIXING DEVICES • Importance of fixing devices for effective learning • Various fixing devices (1) Drill (2) The old and the new idea of drill (3) Review (i) To restate and organize the facts and relationships in order to fix them. (ii) To help students organize the materials and experiences into larger units (iii) To reveal weakness in the teaching-learning process (iv) To reveal weakness in the teaching-process

  30. Types of reviews (1) The daily lesson review (2) Topical review (3) Unit plan review (4) Co-operative review (5) Review by application

  31. AUDIO – VISUAL AIDS • The value of audio-visual aids to learning • Audio-visual aids are potent starters and motivators • Audio-visual aids give variety to classroom techniques • Many of the aids provide the child with opportunities to handle and manipulate • Audio-visual aids supply the context for sound and skillful generalizing • Audio-visual aids educate children for life in this modern complex world • Audio-visual aids can play a major role in promoting later national understanding

  32. What is an instructional aids? • Types of audio-visual aids (1) Aids through the ear (auditory) (a) Phonogrpah and (b) Radio (2) Aids through the eye (visual) (a) Motion picture (b) Stereoscope (c) The camera (d) The chalkboard (e) The flannel board (f) The bulletin board (g) Pictorial material (h) Representations-maps, globes, diagrams etc.

  33. (3) Aids through the eye and ear (audio-visual) (a) Sound-motion pictures (b) Television (4) Aids through activity (a) The School Journeys (b) The objects, specimen, model collections (5) Miscellaneous (a) Dramatization (b) Booklets (c) Newspapers and magazines • Some important aids (1) The excursion (2) The study trip or field trip (3) The tour

  34. Demonstration (1) Establish rapport (2) Ensure good communication (3) Watch and emphasize the key points • Object and specimens • Models (1) Scale models (2) Simplified models (3) Working models (4) Cross-sectional model • Diagrams

  35. Charts (1) Flow chart (2) Tabulation chart (3) Genealogy chart (4) Time charts • Graphs (1) Line graph (2) Bar graph (3) Circle graph (4) Pictorial graph • Map • Globes

  36. Picture (1) Picture postcards showing historical sites and buildings, museums and monuments, art galleries and courts etc. (2) Pictures made on charts or pasted or charts (3) Text-book and reference book pictures (4) Pageant type aids (5) Picture assembly (6) Picture diagram (7) Cartoons • Slides • Filmstrips

  37. Radio, Films and Television • The Gramophone (1) Good addresses, songs, recitations can be used when they are wanted (2) Records can be placed more than once (3) The teacher knows exactly what the record contains (4) Records are quite cheap (5) The school dramatic club can also make use of gramophone records for songs, dances and background music effects • Tape-Recorder (1) Improvement in the speech (2) Learning of foreign languages (3) Learning of music

  38. (4) Replaying speeches (5) Class discussions and lectures (6) Replaying interviews (7) Rehearsals of school dramatizations (8) Good radio programmes can be tape-recorded and replayed. (9) Record school assembly programmes (10) For improvement of the performance of children who are retarded in any field (11) Documentary recordings of social conditions and aspect of community living are recorded.

  39. Newspaper (1) Daily discussion of new topics (2) News bulletin board (3) News map (4) Using of a variety of activities like panel discussion; round-table discussion; debates, making chart, maps, graphs; keeping scrapbooks of news, stories, picture puzzles, drawing cartoons to illustrate news; dramatizing news events. • Reference Books • Dramatization (1) The play (2) The pageant

  40. (3) The pantomime (4) The tableau (5) Puppetry • The Chalkboard (1) The ordinary chalkboard held by an easel (2) The roller type chalkboard with a mat surface (3) The magnetic chalkboard • The Bulletin Board • The flannel board or the felt board

  41. TEACHING LESSONS • What is a lesson plan • Why lesson – planning • Essentials of a lesson – plan • Knowledge lesson • Herbartian steps (1) Preparation (2) Presentation (3) Association or comparison (4) Generalisation (5) Application

  42. (6) Systematization or recapitulation (7) Limitation • Alternative scheme (1) Question (2) Discussion (3) Investigation (4) Expression • The skill lesson (1) Demonstration (2) Verbal Instruction (i) Preparation (ii) Aim (iii) Presentation

  43. (iv) Practice (v) Statement of rules • The application lesson (1) Preparation (2) Presentation (3) Contemplation (4) Application

  44. PROGRAMMED INSTRUCTION • The background • What is programmed instruction? • Programmed instructional material (1) The teaching machine (2) Prorammed text-book (3) The scrambled text-book • Styles of programming (1) Linear of Extrinsic Programming (2) Branching or Intrinsic Programming

  45. Linear or extrinsic programming (1) Lack of motivation (2) Serial order learning (3) No freedom of choice (4) Tendency to guess (5) Use in limited areas • Branching or intrinsic style (1) Guessing (2) Difficulty in providing branches \ (3) Diagnostic (4) Branching style cannot be used with small pupils (5) The cost of preparation is high, audio-visual equipment needed is very costly

  46. (6) There is no guarantee that the pupil has learned everything the programme is intended to teach (7) The programme is unable to control the student • Steps in programmed writing (1) Preparation (2) Actual writing (3) Try out and revision • Advantages of programmed instruction (1) Student is kept active and alert (2) Teacher gets relived of doing ordinary jobs and he can play the important role of a guide, counselor, motivator, organizer, etc (3) Social and emotional problems can be eliminated

  47. (4) A well-programmed self-instructional device is tailored to cater to the needs of individual students (5) Programmed instruction makes learning interesting (6) Every student can work at his own place (7) Programmed instruction is particularly useful in certain areas (8) Programmed instruction is helpful for teaching complex subject-matter (9) Programmed instruction (10) Programming principles

  48. MICRO TEACHING • What is micro teaching? • Characteristics of micro teaching (1) Micro element (2) Teaching skills and teaching strategies (3) Feedback (4) Safe practice ground (5) The teaching models • Objectives of micro teaching

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