teaching learning strategies

1. Teaching
Learning
strategies

2. What is teaching-
learning?
2

3. Teaching is
the activity of
‘facilitating
learning’
What is Teaching?
The best approach to
understanding the
nature of teaching is
establishing a
harmonious
relationship between
teacher, student and
subject.
3

4. Defects in Teaching
• Only memory
level
• More
information &
less explanation
• Less chance of
encouragement
• No planning
4
.

5. ?
Encouraging
How do we facilitate learning?
5
Effectively
introducing
Creating
interest
Discussing
Illustratin
g
Asking right
questions
?
? Ideal
Reading

6. With this
understanding,
lets begin our
journey
towards
grooming our
own skills of
teaching…
6

7. Teaching learning strategies
Micro
teaching
Programmed
instructions
Simulation
teaching
Team
teaching
Experimental
learning
Teaching learning strategies:-
strategies which maximize opportunities for interaction.

8. MICRO TEACHING
8
“Teaching how to teach”

9. Microteaching
Dr. Allen and his group evolved Microteaching in 1963 in America
at stanford university.
NCERT has introduced microteaching in a part of B.Ed programme
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10. What is Microteaching?
“The teaching of a small unit of
content to the small group of students
(6-10 number) in a small amount of
time (5-7 min.) means Micro
Teaching”.
*To train inexperience student-
teachers for acquiring teaching skills.
*To improve the skills of experience
teachers.
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12. 12
Planning
Teaching
Feedback
Re-
planning
Re-
teaching
Re-
feedback
Micro -
teaching
Cycle

13. Microteaching Cycle
(Procedure)
Step- I : Micro Lesson Plan ( may take 2 hours / a
day)
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------------
Total 30 Min. (Appr.)
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15. Phases of Micro-teaching
1. Knowledge Acquisition Phase (Pre-Active Phase)
a) Provide knowledge about teaching skills.
b) Observe the demonstration of teaching skill.
c) Analyze and discuss the demonstration of the teaching skill.
2. Skill Acquisition Phase (Inter-active Phase)
a) Planning and preparation of micro lesson for a skill.
b) Practicing the skill.
c) Evaluation of the practiced skill (Feedback).
d) Re-plan , Re-teach and re-feedback till the desired level of skill is achieved.
3. Transfer Phase (Post –Active Phase)
a) Giving opportunity to use the mastered skill in normal class room teaching.
b) Integrate the different skill practiced

16. Difference between traditional teaching and
microteaching
Learning to swim at
deeper end of the pool
Opportunity to practice
at the shallower and
less risky

17. Microteaching
• Small group of 5-10
students
• Teacher takes up one
skill at a time.
• Duration of teaching
time is 5-10 min.
• Teaching provides
immediate feedback
• Re-teaching exists
Traditional teaching
• Classroom consists of
30-50 students.
• Teacher practice several
skill at a time.
• Durattion of teaching
time is 40-50 min
• No provision for
immediate feed back
• No re-teaching
Difference between traditional teaching and
microteaching

18. Merits of Microteaching
• It helps to develop and master
important teaching skills.
• It helps to accomplish specific
teacher competencies.
• It caters the need of individual
differences in the teacher training.
• It is more effective in modifying
teacher behaviour.
• It is an individualized training
technique.
• It employs real teaching situation for
developing skills.
• It reduces the complexity of teaching
process as it is a scaled down
teaching.
• It helps to get deeper knowledge
regarding the art of teaching.
Limitations of
Microteaching
• It is skill oriented; Content not
emphasized.
• A large number of trainees cannot be
given the opportunity for re-teaching
and re-planning.
• It is very time consuming technique.
• It requires special classroom setting.
• It covers only a few specific skills.
• It deviates from normal classroom
teaching.
• It may raise administrative problem
while arranging micro lessons

20. Team teaching
• An innovative teaching method in which two or more teachers teach a group of
students.
• This is an approach or organizing teaching personnel to improve Instruction.
• Well planned, team taught lessons, exhibit an invisible flow of instruction with
no prescribed division of authority.
• Both teachers are actively involved in the lesson.
• From a student’s perspective, there is no clearly defined leader as both teachers
share the instruction, are free to interject information, and are available to assist
students and answer questions.

21. Different types
• 2 or more teachers join to teach one group
• 2 or more teachers join to teach a large group
• May be for the whole lesson
• May be for part of the lesson
• May be in one location or by
videoconferencing
• May be in a larger learning area or “normal”
classroom

22. Steps of team teaching

23. Advantages of Team Teaching
1. Specialization is recognized.
2. Careful planning and execution is possible.
3. Effective teaching is possible.
4. Learners are better stimulated and challenged.
5. More time is available for preparation.
6. Individual differences of the learners can be met.
7. Better education guidance of the pupil/students is possible.
8. Pupils/students are exposed to variety of points of view.

24. Disadvantages of Team Teaching
• Large group arrangements entail difficulty in
scheduling time and physical facilities.
• Teaching their own specialization may be carried too
far such that the students lose sight of the objectives of
the lesson.
• The disadvantages pertains to time. Planning
recording and evaluating need time.
• Teachers have to put time for projects.
• Another disadvantages is about space and facilities.
• The program needs lecture or seminar room, overhead
projector, sound system and a bigger space.

25. Advantages for the students For the teachers
May increase students’ level of
understanding
Allows team to play to its strengths
May lead to greater depth of
understanding
Creates a supportive environment
May allow students to see other
viewpoints
Allows development of new teaching
approaches
Variety of teaching styles may reach a
greater variety of learning styles
Overcomes pedagogic isolation
May help create sounder solutions to
discipline
Fosters intellectual growth

26. Disadvantages for the students Disadvantages For the teachers
Potential for ambiguity and diversity Potentially time could be an issue
Some students may be confused by
more than one way of looking at an
issue
Form, norm, storm, perform
Some students may feel lost or
anonymous in a larger group
Emotional intelligence
Less space Compatibility
Compatibility of groups

27. Two or more heads are better than one…………

28. “I hear, I know, I see, I remember, I do, I understand.”
Confucius, China’s most famous teacher, philosopher, and political theorist.
551 – 479 BC
Experiential Learning/Online

30. Experimental learning
is the process of making
meaning from direct
experience. Aristotle
once said, "For the
things we have to learn
before we can do them,
we learn by doing
them."

31. • Experiential learning is "knowledge, skills, and/or abilities attained
through
o observation, simulation, and/or participation,
o provides depth and meaning to learning,
o engages the mind and/or body through activity, reflection, and
application." (Craig 1997).
• Experiential learning can have an extremely broad or narrow
definition depending on what might be considered an "experience."
Definition

37. ATTRIBUTES OF EXPERIENTIAL
LEARNING
• It has the quality of personal development.
• It is self initiated.
• It is persuasive.
• It is largely activated by learner.
• It has the personal meaning as its essence.

38. Application
• Develop personal skills.
• Understand situation and face the situation or
problem.
• Identify individual potentiality (own).
• Devlop competence in working relationship.
• Ability to assess the situation and take proper
decisions.
• Develop confidence with appropriate practice
skill.

39. Programmed instructions
• is a Computer-based training that
comprises of graphics, multimedia, text
that is connected to one another and is
stored in memory.
• Programmed instruction is a teaching
technique that provides learners with
“small, discrete increments of instruction
plus immediate reinforcement for correct
responses”
• It is instruction that is intended to modify
behaviour

40. Programmed Instruction
• A method of presenting instructional
materials printed in small bits of frames,
each of which includes
- an item of information (prompt),
- a sentence to be completed or a question to
be answered (response),
- and the correct answer (reinforcement).

41. Steps of PI
• The subject matter is broken down into steps called frames and
arranged sequencially.
• Most of the frames require that the learner makes some kind of
response, an answer to a question.
• There is immediate confirmation of right answers or correction of
wrong answers given out by the students.
• It is the interaction between the learning and learning material,
which is emphasized in programmed learning.
• Learning may occur at an individual level than general.
• It has provision of continuous evaluation which helps in improving
the student’s performance and quality of programmed learning
material.
• The suitability and appropriateness of the material depends on the
learner.

42. Advantage and application of PI
• It provides opportunities for the use of self-instructional devices which aid
students in task of self-learning.
• Individualized learning- Students can complete programmed instructional
activities at their own pace without feeling held back or pushed by other
classmates.
• Programming leads to individualization of process of teaching and learning.
• Programming helps in revolutioning, developing and providing techniques
of mass education and self education.
• It initiates creative learning.
• These materials can be used in the field of non-formal education and
distance education.
• Immediate knowledge of results- Students continuously answer questions
and receive feedback to ensure comprehension.
• Emphasis on student behavior- Programmed instruction focuses
educators attention on their students’ behavior and views instruction as a
task of shaping student behavior.

43. STRENGHTS WEAKNESSES
Self-pacing Program design (poor designation)
Practice and feedback Tedious
Reliable Lack of social interaction
Effective (research findings) Labour intensive
Social reinforces Development cost

44. Simulation teaching
• Simulations are a useful
teaching strategy for
illustrating a complex and
changing situation.
• Simulations are
(necessarily) less complex
than the situations they
represent.
• Based on contextualized
(real-life contexts)
abstractions

45. Simulation
• This method engages the student in applying a process to a
particular setting, not to learn the details of the setting but as a
means for experiencing and practicing the process independently.
• Although the instructor sets up the problem, it is the students who
decide how to treat the problem with little or no direction from the
instructor .
• The aim is to closely approximate what would happen in real life. It
can be written simulation or simulated situation .

46. Cont. Simulation
Simulations are best used to either:
• introduce students to a new experience so that they will ask
questions or
• to give them a chance to practice applying principles learned
by some other method.
• Cognitive Level: Simulations are designed to give students
practice in applying decision-making strategies to specific
situations.

47. Simulations
Types:
- Instructional simulation
- Computer-based simulation game
- Role plays
- Cooperative simulation games

48. DisadvantagesAdvantages
1. Simulations are time-consuming
and difficult to execute.
1.Simulations concentrate on learning
the process of problem solving
more readily than other
techniques.
2. The instructor does not have much
control over which way a class
period goes once the simulation
begins.
2. Because they simulate real life
situations, learning is more readily
generalized from the classroom to
the real world.
3. There is often no one "right' way
for a simulation to proceed so
the instructor must be prepared
to handle a variety of
circumstances.
3. Simulations can be very effective in
developing students' attitudes,
especially self-confidence and a
questioning approach
4. Time consuming4. Realistic
5. Oversimplification5. Safe, Simplified
Simulation’s greatest strength is its ability
to answer “what if” questions...

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