Model of teaching the term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated.
This document discusses teaching models, including definitions, types, characteristics, and elements. It defines teaching models as plans or patterns that can be used to design instruction and guide teachers. Four modern teaching models are described: information processing, social interaction, personal, and behavior modification. The key elements of teaching models are also outlined, including focus, syntax, principles of reaction, social system, supportive system, and application context. Overall, the document provides an overview of the concept of teaching models and their purpose in education.
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
The document discusses traditional learning materials and models of teaching. It defines a teaching model as a plan or pattern that can be used to design instructional materials and guide classroom instruction. The purpose of teaching models is to help teachers create engaging learning environments and modify student behavior. Educators have developed various teaching models that provide guidelines for teachers to select teaching methods and strategies.
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
This document discusses different teaching approaches used in mathematics education, including cooperative learning, problem-based learning, and case studies. Cooperative learning involves students working in small groups to achieve common goals, emphasizing positive interdependence, interaction, individual accountability, collaborative skills, and group processing. Problem-based learning frames instruction around non-routine problems that require students to discover new knowledge to solve. Case studies present real-world situations for students to analyze and resolve, applying theoretical concepts. These active learning strategies encourage students to directly engage with course content.
The document describes various models of teaching, including the concept attainment model, inquiry training model, and 5E model. It discusses the key elements and syntax of these models. The concept attainment model is designed to help students learn concepts through identifying attributes and developing definitions. The inquiry training model teaches students to investigate problems and form explanations through gathering data and experimentation. The 5E model uses engagement, exploration, explanation, elaboration and evaluation to incorporate constructivism into science instruction.
This document discusses models of teaching, defining them as plans or guidelines that can be used to design instruction, curriculum, and guide teacher actions. It presents several definitions of teaching models from education researchers. The main characteristics of models include specifying learning outcomes, environmental conditions, and performance criteria. Models of teaching are based on systematically modifying learner behavior. They can help teachers select methods and materials, bring about learner behavior changes, and design educational activities and curriculum. Examples of modern models discussed are information processing, social interaction, personal development, and behavior modification models.
This document discusses teaching models, including definitions, types, characteristics, and elements. It defines teaching models as plans or patterns that can be used to design instruction and guide teachers. Four modern teaching models are described: information processing, social interaction, personal, and behavior modification. The key elements of teaching models are also outlined, including focus, syntax, principles of reaction, social system, supportive system, and application context. Overall, the document provides an overview of the concept of teaching models and their purpose in education.
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
The document discusses traditional learning materials and models of teaching. It defines a teaching model as a plan or pattern that can be used to design instructional materials and guide classroom instruction. The purpose of teaching models is to help teachers create engaging learning environments and modify student behavior. Educators have developed various teaching models that provide guidelines for teachers to select teaching methods and strategies.
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
This document discusses different teaching approaches used in mathematics education, including cooperative learning, problem-based learning, and case studies. Cooperative learning involves students working in small groups to achieve common goals, emphasizing positive interdependence, interaction, individual accountability, collaborative skills, and group processing. Problem-based learning frames instruction around non-routine problems that require students to discover new knowledge to solve. Case studies present real-world situations for students to analyze and resolve, applying theoretical concepts. These active learning strategies encourage students to directly engage with course content.
The document describes various models of teaching, including the concept attainment model, inquiry training model, and 5E model. It discusses the key elements and syntax of these models. The concept attainment model is designed to help students learn concepts through identifying attributes and developing definitions. The inquiry training model teaches students to investigate problems and form explanations through gathering data and experimentation. The 5E model uses engagement, exploration, explanation, elaboration and evaluation to incorporate constructivism into science instruction.
This document discusses models of teaching, defining them as plans or guidelines that can be used to design instruction, curriculum, and guide teacher actions. It presents several definitions of teaching models from education researchers. The main characteristics of models include specifying learning outcomes, environmental conditions, and performance criteria. Models of teaching are based on systematically modifying learner behavior. They can help teachers select methods and materials, bring about learner behavior changes, and design educational activities and curriculum. Examples of modern models discussed are information processing, social interaction, personal development, and behavior modification models.
The document discusses the Direct Instruction Model of teaching. It notes that the Direct Instruction Model was proposed by Tom Good and has its theoretical origins in the Behavioral Systems family. The Direct Instruction Model involves direct, scripted teaching where the teacher explains concepts, students observe and practice, and mastery is expected. It has a high academic focus and places an emphasis on active student participation, a stress-free environment, high expectations, systematic instruction, and frequent assessment. Practice is at the core of the Direct Instruction Model.
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
This document defines models of teaching as instructional designs that specify environmental situations to cause student interaction and behavioral change. A model of teaching consists of guidelines for designing educational activities and environments to achieve instructional goals. The document discusses the assumptions, functions, elements, features, and families of models of teaching, noting they help teachers plan activities and curriculum according to learning outcomes, environment, and performance criteria. Models are classified into information processing, social, personal, and behavioral systems families based on psychological learning theories and instructional goals.
An effective Mathematics teacher is a Reflective PractitionerchristopherOwuAnnan1
An effective mathematics teacher is a reflective practitioner who engages in continuous self-evaluation and analysis of their teaching practices in order to improve. Reflective practice involves deliberately reflecting on one's experiences to gain new understandings and inform future lessons. There are various reflective strategies teachers can use, such as keeping a teaching journal, collaborating with peers, and using student assessments to critically examine their practices. Being a reflective practitioner helps teachers develop deeper understanding, identify their strengths and areas for growth, and enhance their teaching skills.
1) The document discusses concepts related to curriculum including definitions, nature, purposes and types of curriculum.
2) It explores different perspectives on the nature of curriculum including traditional versus progressive views. It also examines models of curriculum development from theorists like Ralph Tyler and Hilda Taba.
3) The purposes of curriculum are outlined as well as different types including recommended, written, implemented, achieved, tested, entitlement, supported and hidden curriculum.
This document discusses models of teaching, which provide systematic procedures and criteria to design instruction. There are four main families of teaching models: social models that focus on social goals, information processing models that enhance understanding, personal models that develop selfhood, and behavioral models based on behaviorism. Effective models create an optimal learning environment, specify teacher and student roles, and can be used to design curriculum, materials, and guide teaching activities.
Sabina Allybokus - Teacher Professionalism in a group of Mauritian state seco...eduresearch
The document discusses teacher professionalism in Mauritius. It begins with introducing the study, theoretical framework, and methodology. The findings section describes teachers' understanding and enactment of professionalism. Initially, many teachers saw it in a "restricted" sense, focused on classroom objectives. However, some demonstrated an "extended" view that was more learner-oriented, long-term focused, and aimed to address systemic issues. The conclusion emphasizes that teacher professionalism is key for school success but responsibilities are shared between teachers and the Ministry.
Session03 ICT for Meaningful Learning (SDL & CoL)Ashley Tan
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
History, theories and models of instructional designingIjaz Ahmad
The document provides an overview of the history and theories of instructional design. It discusses early influences, the programmed instruction movement from the 1950s to today, and three major learning theories (behaviorism, cognitivism, and constructivism) and their implications for instructional design. It also describes several instructional design models, focusing on the ADDIE model which is a systematic process of analysis, design, development, implementation, and evaluation used to create effective training and learning.
The document discusses the approach to course design taken by KU Leuven. It outlines the roles and responsibilities of students and instructors, with students responsible for achieving learning objectives through their own activities and informing instructors of difficulties, and instructors responsible for specifying objectives, developing evaluations, and providing student support. The key principle of constructive alignment is that all components of the teaching system, such as objectives, teaching methods, and assessments, must be aligned to ensure students can only learn appropriately. Teaching methods should provoke desired learning activities from students in order to achieve objectives, and the most appropriate medium should be selected to operationalize each method.
Presentation slides prepared for the talk at the 12th annual International Conference of Education, Research and Innovation (ICERI2019), Seville (Spain), 11th-13th of November 2019.
This document discusses different approaches to teaching social studies in elementary school. It outlines six main approaches: the constructivist approach, collaborative learning, experiential and contextualized learning, thematic method, conceptual approach, and integrative approach. For each approach, it provides a brief definition and examples of techniques to utilize that approach in teaching social studies, such as field trips, class discussions, and films for the constructivist approach. It also discusses Kolb's experiential learning theory and the three types of integrative approaches: multidisciplinary, interdisciplinary, and transdisciplinary.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
The document discusses models of teaching and their components. It states that models of teaching are plans or patterns that can be used to guide instruction and improve teaching effectiveness. The key components of models of teaching include their focus, syntax, social system, principles of reaction, and support system. Models of teaching suggest how teaching and learning conditions are interrelated and can eventually help develop empirically supported theories of teaching.
The document discusses models of teaching and their components. It states that models of teaching are plans or patterns that can be used to guide instruction and improve teaching effectiveness. The key components of models of teaching include their focus, syntax, social system, principles of reaction, and support system. Models of teaching suggest how teaching and learning conditions are interrelated and can eventually help develop empirically supported theories of teaching.
methodology of pedagogy and methods that are widly used in education systems around the world in schools, collagies and universities. i mentioned here about some methods spacially modeling method.
Models of teaching are one of the techniques of teaching so that teaching learning process becomes very effective. It is useful for all teachers from pre primary to higher education
Models of teaching is a technique helpful for making teaching learning process more effective. It can be used by primary, secondary, higher secondary, higher education teachers.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The document discusses the Direct Instruction Model of teaching. It notes that the Direct Instruction Model was proposed by Tom Good and has its theoretical origins in the Behavioral Systems family. The Direct Instruction Model involves direct, scripted teaching where the teacher explains concepts, students observe and practice, and mastery is expected. It has a high academic focus and places an emphasis on active student participation, a stress-free environment, high expectations, systematic instruction, and frequent assessment. Practice is at the core of the Direct Instruction Model.
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
This document defines models of teaching as instructional designs that specify environmental situations to cause student interaction and behavioral change. A model of teaching consists of guidelines for designing educational activities and environments to achieve instructional goals. The document discusses the assumptions, functions, elements, features, and families of models of teaching, noting they help teachers plan activities and curriculum according to learning outcomes, environment, and performance criteria. Models are classified into information processing, social, personal, and behavioral systems families based on psychological learning theories and instructional goals.
An effective Mathematics teacher is a Reflective PractitionerchristopherOwuAnnan1
An effective mathematics teacher is a reflective practitioner who engages in continuous self-evaluation and analysis of their teaching practices in order to improve. Reflective practice involves deliberately reflecting on one's experiences to gain new understandings and inform future lessons. There are various reflective strategies teachers can use, such as keeping a teaching journal, collaborating with peers, and using student assessments to critically examine their practices. Being a reflective practitioner helps teachers develop deeper understanding, identify their strengths and areas for growth, and enhance their teaching skills.
1) The document discusses concepts related to curriculum including definitions, nature, purposes and types of curriculum.
2) It explores different perspectives on the nature of curriculum including traditional versus progressive views. It also examines models of curriculum development from theorists like Ralph Tyler and Hilda Taba.
3) The purposes of curriculum are outlined as well as different types including recommended, written, implemented, achieved, tested, entitlement, supported and hidden curriculum.
This document discusses models of teaching, which provide systematic procedures and criteria to design instruction. There are four main families of teaching models: social models that focus on social goals, information processing models that enhance understanding, personal models that develop selfhood, and behavioral models based on behaviorism. Effective models create an optimal learning environment, specify teacher and student roles, and can be used to design curriculum, materials, and guide teaching activities.
Sabina Allybokus - Teacher Professionalism in a group of Mauritian state seco...eduresearch
The document discusses teacher professionalism in Mauritius. It begins with introducing the study, theoretical framework, and methodology. The findings section describes teachers' understanding and enactment of professionalism. Initially, many teachers saw it in a "restricted" sense, focused on classroom objectives. However, some demonstrated an "extended" view that was more learner-oriented, long-term focused, and aimed to address systemic issues. The conclusion emphasizes that teacher professionalism is key for school success but responsibilities are shared between teachers and the Ministry.
Session03 ICT for Meaningful Learning (SDL & CoL)Ashley Tan
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
History, theories and models of instructional designingIjaz Ahmad
The document provides an overview of the history and theories of instructional design. It discusses early influences, the programmed instruction movement from the 1950s to today, and three major learning theories (behaviorism, cognitivism, and constructivism) and their implications for instructional design. It also describes several instructional design models, focusing on the ADDIE model which is a systematic process of analysis, design, development, implementation, and evaluation used to create effective training and learning.
The document discusses the approach to course design taken by KU Leuven. It outlines the roles and responsibilities of students and instructors, with students responsible for achieving learning objectives through their own activities and informing instructors of difficulties, and instructors responsible for specifying objectives, developing evaluations, and providing student support. The key principle of constructive alignment is that all components of the teaching system, such as objectives, teaching methods, and assessments, must be aligned to ensure students can only learn appropriately. Teaching methods should provoke desired learning activities from students in order to achieve objectives, and the most appropriate medium should be selected to operationalize each method.
Presentation slides prepared for the talk at the 12th annual International Conference of Education, Research and Innovation (ICERI2019), Seville (Spain), 11th-13th of November 2019.
This document discusses different approaches to teaching social studies in elementary school. It outlines six main approaches: the constructivist approach, collaborative learning, experiential and contextualized learning, thematic method, conceptual approach, and integrative approach. For each approach, it provides a brief definition and examples of techniques to utilize that approach in teaching social studies, such as field trips, class discussions, and films for the constructivist approach. It also discusses Kolb's experiential learning theory and the three types of integrative approaches: multidisciplinary, interdisciplinary, and transdisciplinary.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
The document discusses models of teaching and their components. It states that models of teaching are plans or patterns that can be used to guide instruction and improve teaching effectiveness. The key components of models of teaching include their focus, syntax, social system, principles of reaction, and support system. Models of teaching suggest how teaching and learning conditions are interrelated and can eventually help develop empirically supported theories of teaching.
The document discusses models of teaching and their components. It states that models of teaching are plans or patterns that can be used to guide instruction and improve teaching effectiveness. The key components of models of teaching include their focus, syntax, social system, principles of reaction, and support system. Models of teaching suggest how teaching and learning conditions are interrelated and can eventually help develop empirically supported theories of teaching.
methodology of pedagogy and methods that are widly used in education systems around the world in schools, collagies and universities. i mentioned here about some methods spacially modeling method.
Models of teaching are one of the techniques of teaching so that teaching learning process becomes very effective. It is useful for all teachers from pre primary to higher education
Models of teaching is a technique helpful for making teaching learning process more effective. It can be used by primary, secondary, higher secondary, higher education teachers.
Similaire à Role Playing Model - MODEL OF TEACHING PPT (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. INTRODUCTION
The term model is used to mean a teaching
episode done by an experienced teacher in which
a highly focused teaching behavior is
demonstrated, in it an individual demonstrating
particular patterns which the trainee learns
through imitation. It is a way to talk and think
about instruction in which certain facts may be
organized, classified and interpreted.
2
3. Bruce Joyce and Marsha Weil describe a
Model of Teaching as a plan or pattern that
can be used to shape curricula, to design
instructional materials and to guide
instruction in the classroom and other
settings. Thus, teaching models are just
instructional designs. They describe the
process and producing particular
environmental situations which cause the
student to interact in such a way that specific
change occurs in his behavior.
3
4. MEANING
Teaching model is the model which is designed for
specific purposes the teaching of information concepts,
ways of thinking, and the study of social values and so
on by asking students to engage in particular cognitive
and social tasks. Some models Centre on delivery by
the instructor while others develop as the learners
respond to tasks and the student is regarded as a
partner in the educational enterprise.
20XX
Presentation title
4
6. DEFINITIONS
Teaching models have been defined in a number of ways. Some of the
important definitions of teaching model are given here to have a wider
perspective of this concept.
1) Allen and Ryan (1969):Modelling is an individual demonstrating particular
pattern which the trainee learns through imitation
2) Bandura (1969): "Modelling demonstrates that virtually all learning
phenomena resulting from direct experiences can occur on a vicarious
basis through observation of other person's behavior and its
consequences for them.“
3) B.K. Passi LC. Singh and D. N. Sansanwal (1991): A model of teaching
consists of guidelines for designing educational activities and
environments. Model of teaching is a plan that can also be utilized to
shape courses or studies, to design instructional material and to guide
instruction."
20XX
Presentation title
6
7. 4) Joyce and Weil (1972):Teaching model is a pattern or plan,
which can be used to shape a curriculum or course to select
instructional materials and to guide a teacher's actions.“
5) N.K. Jangiro and Ajit Singh (1983):A model of teaching is a
set of inter-related components arranged in a sequence which
provides guidelines to realize a specific goal. It helps in
designing instructional activities and environmental facilities,
carrying out of these activities and realization of the stipulated
objectives.
6) Paul D. Eggen et al (1979): "Models are prescriptive
teaching strategies designed to accomplish particular
instructional goals."
20XX
Presentation title
7
9. The teaching models are made on bases of
some specifications. These are based on the
following specifications:
1) Specification of Environmental specifies in
definite terms the environmental conditions
under which a student's response should be
observed.
2) Specification of Operation: It specifies the
mechanism that provides for the reaction of
students and interaction with the environment.
20XX
Presentation title
9
10. 3) Specification of Criterion of Performance It
specifies the criterion of performance which is
accepted by the students. The behavioral
outcome which the learner would demonstrate
after completing specific instructional
sequences is delineated in the teaching
models.
4) Specification of Learning Outcome: It specifies
what the student will perform after completing
an instructional sequence
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12. Characteristics of the teaching models are as follows:
1) Encourage Art of Teaching: Teaching is considered
as an art. Teaching models encourages this art by
providing learning environment.
2) Development of Inherent Abilities: Teaching models
bring about the qualitative development of
personality as it helps in developing human abilities.
It also increases the teacher's social competency
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13. 3) Based on Individual Differences: Teaching model
uses the student's interest, as it is constructed on
the basis of individual differences.
4) Influenced by Philosophy: Every teaching model is
influenced by the philosophy of education. Hence,
teachers formulate different models of teaching
under the influence of the philosophy they believe.
5) Answers Fundamental Questions: in every teaching
model answers to all the fundamental questions
pertaining to the behavior of students and teachers
are included
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14. 6) Providing Appropriate Experiences: Teaching models
provides proper experiences to both teacher and
student. Selecting the content and presenting it for
learning before the students is the main essentiality of
teaching. This difficulty is solved when a teacher
presents appropriate experience before the students
7) Maxims of Teaching: The basis of teaching model is the
maxims of teaching. They are the foundation of each
teaching model.
8) Practice and Concentration: The development of a
teaching model is based on regular and continuous
practice and concentration. The proper development of a
teaching model is only possible when the assumptions
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16. Four important sources from which all the models of teaching
have been derived are given below:
1) The Social Interaction Sources: The model of teaching of this
category emphasizes the importance of social relationship of
the person and are based on the assumption that social
relation is the vehicle of education.
2) The Information Processing Sources: The other source of a
model of teaching is the information processing capability of
the learner which means the way in which people handle
stimuli, organize data, sense problems and solve them. The
model of this category emphasizes the use of specific
strategies within academic disciplines which lead to the
development of creativity and general intellectual ability of
learners.
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17. 3) The Personal Sources: Personal and emotional life of the
individual and their internal organization as it affects
relationship with this environment are the sources of this
category of models.
4) Behavior Modification as a Source: The operant conditioning
theory built by B.F. Skinner is the origin of this type of model
which is purely a psychological model and is used in most of
the teaching strategies developed in the last two decades.
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18. Assumption of Models of
Teaching
Each model is based on the assumption
that teaching is the creation of appropriate
environment and various components of
the environment are interdependent
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21. INTRODUCTION
Role playing leads students top understand social
behavior, their role in social interactions and ways
of solving problems more effectively. The model
asks students to "act out conflicts, to learn to take
the roles of others and to observe social
behavior. With adaptation this model can us used
with student of all ages. This mode is introduced
by Fannie Shaftel and George Shaftel. It is used
to open up discussions of values and how they
operate in daily life. The main aim of this model is
to help students to understand social values and
develop their social values.
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23. 23 Presentation title 20XX
Following are the basic assumptions of the role
playing model:
1) It advocates an experience based learning
situation.
2) It can draw out student's feelings.
3) Emotions and ideas can be brought to
consciousness and enhanced by the group.
BASIC ASSUMMPTIONS
24. SYNTAX
Phase 1- Warm up the
Group:
i. Identity or
introduce the
problem.
ii. Make problem
explicit.
iii. Interpret problem
using story and
explore issues.
iv. Explain role
playing.
Phase 2- Select
Participants
i) Analyze role.
ii) Select role
players.
Phase 3- Set the Stage
i) Stateline of
action.
ii) Restate role.
iii) Get inside
problem
situation.
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25. Phase 4- Prepare the
Observers
i. Decide what to
look for.
ii. Assign
observation
task.
Phase 5- Enact
i) Begin role
play.
ii) Maintain role
play.
iii) Break role
play..
Phase 6- Discuss and
Evaluate
i) Review action
of role play.
ii) Discuss major
focus.
iii) Develop next
enactment.
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26. Phase 7-Re-enact
i. Play revised
roles.
ii. Suggest next
step as
behavioral
alternatives.
Phase 8- Discuss and
Evaluate
i) Review action
of role play.
ii) Discuss major
focus
iii) Develop next
enactment.
Phase 9- Share
Experience and
Generalize
i) Relate problem
situation to real
experience and
current problems.
ii) Explore general
principles of
behavior.
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27. Social System
•a) Moderately structured.
•b) Teacher as initiator and guide.
•c) Content of enactment and discussion is
determined largely by students.
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28. Principles of Reaction:
•a) Accept all student response in a non evaluative
manner.
•b) Increase student's awareness of their own views
and feelings by reflecting paraphrasing and
summarizing their responses.
•c) Use different ways to play a role.
•d) Emphasis that there are alternative ways to
resolve a problem.
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29. Support System
•a) Initial problem situation.
•b) Resource material related to the problem.
•c) A teacher who is aware of role playing.
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30. Instructional Effects
•Role playing is specifically designed to foster
the analysis of personal values and behavior,
the development of strategies for solving
interpersonal problems; and the development
of empathy toward others.
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31. Nurturant Effects
•These effects include the acquisition of
information about social problems and values
and comfort in expressing one's opinions.
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33. BENEFITS
OF ROLE
MODEL
TEACHING
Role-playing develops communication and
social skills among the students.
Students recognize the content’s relevance
in dealing with real-world situations.
Role-playing creates the feeling of observing
real events.
By playing roles in classrooms, students
acquire the skill to apply their learning content
in a real-life context.
Students adopt a decision-making persona through
role-playing that allows them to deviate from their
usual self-imposed limitations or boundaries.
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34. BENEFI
TS
While playing roles, students engage in
higher-order thinking and learn content
more comprehensively.
When real scenarios or contexts are
unavailable, instructors can create user
scenarios to set the parameters of the role
play.
The teacher, instructor in some cases, and
students receive immediate feedback on
specific learning.
Role-playing methods are inexpensive and
easy to implement.
The role-playing method allows children to
explore, investigate and experiment.
35. A mentor is someone
who sees more talent and
ability within you, than
you see in yourself, and
helps bring it out of you.
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