The document provides information about microteaching, which is a technique used to improve teaching skills. It involves practicing specific skills in short lessons that are video recorded and reviewed. The microteaching cycle includes planning a short lesson, presenting while recorded, viewing the recording with peers, discussing strengths and areas for improvement, summarizing suggestions, and re-planning the lesson based on the feedback. Ten specific teaching skills are identified that can be practiced through microteaching, including planning, questioning techniques, exemplifying content, and summarizing lessons.
The document discusses the deductive and inductive methods of teaching. The deductive method involves presenting students with general rules and principles and then providing examples to verify them. The inductive method starts with specific examples and observations from which students derive generalizations and principles.
Some key points made in the document include:
- The deductive method simplifies the teacher's work but students may not properly assimilate knowledge that is simply presented to them.
- The inductive method promotes more active learning as students discover truths for themselves, but it is a slower process.
- Both methods have merits and demerits depending on the topic, age of students, and learning objectives.
Summative assessments are cumulative evaluations used to measure student growth and learning after instruction, typically given at the end of a course or unit. They focus on what students have learned over a longer period of time, such as at the end of a grade level. The purpose is to determine if long-term goals have been met and provide information on a student's level of accomplishment, with final exams being a classic example. Summative assessments are compared to formative assessments in tables focusing on their differences.
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
UNIT III - TOOLS AND TECHNIQUES FOR ASSESSMENT - Introduction & observationSasikala Antony
This document discusses tools and techniques for classroom assessment, focusing on observation. It provides an overview of observational techniques, describing them as systematic, planned viewing and recording of behaviors. Different types of observation are outlined, including participant and non-participant, as well as considerations for conducting effective observations like proper planning, structuring, and interpreting recorded data. Benefits and challenges of observation for assessment are noted.
The document discusses programmed instruction, which involves breaking subject matter into smaller, sequentially ordered units and presenting them to students for self-paced learning. It describes the characteristics, principles, advantages, and two varieties (linear and branched programming) of programmed instruction. The conclusion reiterates that programmed instruction is an individualized instructional technique aimed at ensuring students master specified learning goals.
Tutoria is an important teaching method in undergraduate education. It complements and supplements theory sessions. Further, it develops important cognitive and metacognitive skills among students.
The document describes the inquiry method of education. It discusses that the inquiry method is student-centered and focuses on asking questions to drive learning. It outlines three phases of inquiry-based learning: interaction, clarification, and questioning. For each phase, it provides details on the activities and tone. It also discusses the merits, including that it allows students to learn independently and creatively. The demerits are that it is time-consuming, requires a creative teacher, and not all students may benefit equally.
This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
A case study is a comprehensive study of a social unit of society,which may be a person,family group, institution, community or event. A case study focuses attention on a single unit thoroughly. The aim is that to find out the influencing factors of a social unit and the relationship between these factors and a social unit.
This Presentation successes the following subtopics:
What is Rote Learning
Advantages and Disadvantages
What is Meaningful Learning
Characteristics and Goals
Advantages and Disadvantages
Rote vs Meaningful Learning (Loop, Outcomes,Graph)
Integrated teaching methods involve strategies that directly or indirectly influence students, such as telling, showing, and providing access to information. The advantages of integrated teaching include grouping students according to learning needs, providing experience-based learning opportunities, and allowing students to use prior experiences to construct new learning. However, some disadvantages are that some students may lose interest, not all may understand the lessons, and not all may accept the teaching strategies used.
Teaching and learning are interconnected processes that are crucial to curriculum development and implementation. Teaching involves stimulating and guiding learners, while learning is demonstrated through observable changes in behavior. Effective teaching is goal-oriented, considers learners' needs and styles, and involves planning, implementing, and evaluating lessons. It should match learners' cognitive and behavioral processes to facilitate meaningful learning.
A lesson plan is a teacher's detailed guide for presenting a lesson that outlines the objectives, procedures, and assessments for the lesson. It helps teachers maintain structure and focus in their lessons. An effective lesson plan engages students, taps prior knowledge, and builds new skills while working towards specific learning objectives. Lesson planning is important for both new and experienced teachers as it helps ensure lessons are well-organized, on track to meet learning goals, and can be adapted if needed.
The document discusses the key skills required for proficient reading, including phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. It defines reading as an active process where readers shift between different information sources to elaborate meaning and check their understanding. Some common reasons for reading are entertainment, obtaining information, and performing tasks.
Norm referenced and criterion referenced.pptxjason322724
This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts formative assessments, used during instruction to provide feedback, and summative assessments, used after instruction to evaluate learning. Finally, it discusses the benefits and characteristics of norm-referenced, criterion-referenced, formative, and summative assessments.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Achievement tests are designed to measure students' knowledge and academic progress over time in the subjects and skills learned in school. They evaluate the effectiveness of schools, teachers, and help determine appropriate course placement for students. Achievement tests are "backward-looking" in that they assess how well students have learned expected material. Characteristics of a good achievement test include reliability, validity, ease of administration, cost, time, acceptability, specificity, and being precise and clear. The construction of an achievement test involves planning, designing, preparing items and scoring keys, and analyzing questions.
This document discusses the concept of perception. It explains that perception involves interpreting sensory information and depends on changes in the environment. It then outlines several conditions and prerequisites of perception, including intensity, novelty, repetition, intention, motivation, and prior knowledge. The document also describes several principles of perceptual organization, like figure-ground and various laws of grouping. It discusses different types of perceptual constancies and cues involved in depth and distance perception, as well as common visual illusions. Finally, it examines the role and importance of perception in education.
Microteaching introduction with example of lesson planGladys Rivera
Microteaching is a teaching simulation exercise that originated at Stanford University in the 1960s. It provides immediate feedback to help teachers practice and improve their skills. During microteaching, teachers prepare and deliver a short lesson on a topic relevant to undergraduate students. Lessons should be narrowly focused and last 8-10 minutes. The process allows teachers to develop their skills in a supportive environment and learn from observing other teachers.
Microteaching involves teaching short lessons (5-7 minutes) to small groups of students (6-10) to practice and improve teaching skills. The microteaching cycle includes planning a micro lesson, teaching it, receiving peer feedback, revising the lesson, reteaching to another group, and getting additional feedback. This allows pre-service and in-service teachers to develop skills like introducing topics, questioning techniques, explanations, and engaging students. Microteaching helps teachers identify strengths and weaknesses to continuously improve their teaching abilities.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
The document discusses microteaching and teacher education. It defines microteaching as a scaled-down teaching experience used to practice specific teaching skills. Microteaching allows pre-service teachers to focus on skills like lesson planning, questioning techniques, and classroom management in a low-stakes environment. The document also outlines the four components of teacher education: general education, subject preparation, general professional education, and specialized professional education. Microteaching is presented as a technique within professional education that allows new teachers to develop their instructional skills before full-time teaching.
Microteaching involves teaching short 5-10 minute lessons to small groups of 6-10 students. It is used to train new teachers and improve skills of experienced teachers. The microteaching cycle includes planning a micro lesson, teaching it, getting feedback, re-planning, and re-teaching. Key skills practiced include introduction, questioning, explanation, stimulus variation, blackboard writing, and closure. Participants learn about their strengths and weaknesses from peers role playing as students to provide feedback for improvement. The goal is to work together to achieve expected qualities in higher education.
This document describes microteaching, an approach used to train teachers. It was developed at Stanford University in the 1950s and involves simulated teaching sessions with a small class size and short duration. The goals are to give teachers practice teaching specific skills in a low-stakes environment where they can receive feedback. The process involves teaching a short lesson, getting feedback, revising the lesson, and reteaching. Skills practiced include questioning techniques, use of examples, and introducing and concluding lessons. Microteaching allows teachers to improve both teaching content and methods in a structured feedback cycle.
The document discusses microteaching and teaching skills. It outlines 10 teaching skills that can be mastered through microteaching, including planning, set induction, presentation, questioning, encouraging student questioning, exemplification, communication, methodology, judging student problems, and ending or summarizing. It then provides details on each of these 10 skills and how to effectively demonstrate them. The document also covers communication theory, knowing learners and individual differences, objectives, and what microteaching is as a technique for improving teaching skills through self-practice and criticism.
This document discusses developing effective science lesson plans. It emphasizes the importance of advance planning to ensure objectives are met, materials are prepared, and self-confidence is built. Key parts of a lesson plan are identified, including objectives, materials, procedures, and assessment. Steps for planning include determining objectives, content, methodology, and materials. A sample lesson plan on the structure of matter is provided as an example. Effective evaluation of plans and students' learning is also highlighted. Developing comprehensive unit plans and course syllabi with clear objectives and outlines is also addressed.
The document outlines a micro teaching lesson plan that aims to develop oral skills in English. The lesson will focus on experiencing setbacks and involve dialogues, a video clip, and modal verbs. It is designed for an intermediate English class and estimates 30 minutes. The plan includes comprehension, language focus, and communicative tasks - students will watch a video, practice dialogues, complete a script using modal verbs, present phrases, and do a roleplay using different modal verbs for language functions.
This document summarizes a professional development course on ensuring training effectiveness through needs assessment. The course will be held on April 9th, 2012 at Bahauddin Zakariya University in Multan, Pakistan. It will be led by Huma Zafar and will help participants understand the meaning and importance of training needs assessment (TNA). The course will cover organizational needs analysis, training needs analysis, and data gathering methods. Participants will learn to distinguish between organizational and training needs and use appropriate data collection techniques for TNA. The goal is to help participants conduct effective needs assessments to improve training and performance.
This document discusses communicative competence and grammar instruction in language learning. It makes three main points:
1) Learners acquire some implicit grammatical knowledge even without instruction, through communicative experience using the language. However, most speakers have limited explicit understanding of grammar rules.
2) Traditional language pedagogy uses a deductive approach, teaching rules before communication. More recent approaches strive for inductive instruction that mirrors natural acquisition, with rule explanation after comprehension.
3) Grammar instruction often focuses on prescriptive "rules" rather than a scientific understanding of how language works. It also tends to prioritize correctness over meaning and ignores how rules are applied in real usage contexts.
This document outlines an agenda for a microteaching workshop focused on creating fun and communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways of making lessons communicative. The agenda includes time for participants to prepare and deliver microteaching sessions, receive peer feedback, and work on developing e-blogs where they can publish suggestions for communicative lesson activities along with explaining their choices. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
Los aspectos afectivos del aprendizaje de lenguasGladys Rivera
This document discusses the role of affect, or emotions and feelings, in language learning. It addresses several affective factors that influence the language learning process, including motivation, attitudes and beliefs, anxiety, learning styles, and the learning environment. The document provides definitions and models of key concepts like emotional intelligence, intrinsic and extrinsic motivation, integrative and instrumental motivation. It also discusses the importance of the teacher in fostering student motivation and the influence of students' attitudes and beliefs on their language learning.
Tenchnology in beginning language clasesGladys Rivera
This document summarizes a study that examined the perceived benefits of incorporating technology-enhanced language learning (TELL) into beginning language classes at a large Southern California university over one semester. Surveys were administered to 345 students, 11 tutors, and 12 instructors before and after the semester to assess changes in perceived confidence, benefits, and comfort with TELL. The study also examined the perceived impact of TELL on language skills and other factors. Results showed that incorporating limited TELL was a positive experience for many participants, especially in increasing comfort with and confidence in using technology, though students did not recognize instructional value unless tasks were clearly tied to learning objectives.
This document provides an overview of microteaching and lesson planning. It discusses the microteaching cycle which involves planning, presentation, feedback and improvement. It outlines key teaching skills like objectives setting, presentation, questioning, exemplification and summarization that can be practiced through microteaching. The document also provides details of an effective lesson planning framework involving objectives, content, methodology, evaluation and self-assessment. It describes various teaching methods and strategies that can be used like lecture, discussion, activities etc. Overall, the document serves as a guide for developing effective teaching skills through microteaching and lesson planning.
This document discusses various techniques for effective teaching and learning:
1. Engage students with real-life examples, involve a variety of learning styles, and have students teach each other.
2. Preview lessons, implement rewards, help students set goals, and give challenges for outside of class.
3. Evaluate students on improvement and mastery rather than just performance, and collaborate with professionals and students on projects.
Microteaching is a technique used to train teachers that involves teaching a short lesson, typically 5-15 minutes, to a small group of students. The goals are to practice specific teaching skills in a low-risk environment and receive feedback to improve. The key steps are to 1) plan a short lesson focusing on one skill, 2) present the lesson to peers acting as students, and 3) receive feedback on strengths and areas for improvement. Regular practice with feedback through the microteaching cycle helps teachers develop their skills before taking on real classroom teaching.
The document discusses integrative learning, which involves making connections among concepts, experiences, and skills and applying them to new situations. It provides background on integrative learning, outlining its principles and stages. Potential challenges for implementing integrative learning are addressed, as are approaches for assessing integrative learning outcomes, such as through reflective portfolios, presentations, and rubrics. Assessment aims to evaluate students' abilities to complete tasks and apply knowledge from multiple areas.
This document provides guidance for teachers on integrating technology into lesson planning and instruction. It discusses key concepts like curriculum, instruction, assessment, and Bloom's taxonomy. The document recommends that teachers use technology to improve existing tasks, do things not previously possible, and use it as a tool. It introduces the TPACK framework for planning technology-integrated lessons, considering the intersections between technology, pedagogy, and content knowledge. Teachers are advised to write measurable learning objectives and consider how technology can support knowledge building, expression and assessment of student understanding.
1. Effective learning depends on maintaining student interest and motivation, which are key to their success.
2. Teachers play an important role by being enthusiastic about their subject, creating a pleasant environment, having high expectations, and helping students set goals.
3. It is important to use varied teaching methods like discussions, demonstrations, and hands-on activities to actively engage students in learning.
The document discusses several generic skills important for teachers, including thinking skills, information and communication technology (ICT) skills, and facilitating skills. It defines each set of skills and provides examples. Thinking skills include critical thinking, rationalizing thoughts, and creative thinking. ICT skills involve using online tools for assignments and evaluation. Facilitating skills help teachers guide discussion and ensure pupils participate. The document also discusses models for teaching these skills, including inquiry, project, expository, and information processing models. It provides details on implementing each model in the classroom.
This document discusses components of effective teaching. It emphasizes the importance of setting clear expectations and objectives, reviewing concepts daily, asking questions to engage students, and incorporating varied activities and assessments to address different learners. It also stresses planning lessons backwards from desired outcomes, building on small successes, and providing closure to reinforce key ideas.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Competency based instructional strategies.pptx (2).pdfArnaldo Perez
This document provides an overview of a workshop on competency-based teaching strategies. It discusses key concepts like defining competencies, competency-based education and learning. It also covers strategies like inquiry-based learning using the 5E model, problem-based learning, instructional scaffolding, and differentiated instruction. Participants are given examples and activities to apply these strategies and assess their learning through a multiple choice quiz at the end.
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
The document summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
Differentiated instruction is balancing success and challenge for each student by focusing on their needs and strengths. Teachers build background knowledge and vocabulary, assess learning, and provide flexible grouping and assignments tailored to students' readiness levels. Strategies include structured teaching, movement activities, graphic organizers, and giving choices in assignments through menus, bingo, or RAFT techniques to demonstrate understanding based on interest and skills.
This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans are well structured, connect to learning objectives and student development, engage students through varied activities and assessments, and create an optimal learning environment. Key components of a strong lesson plan include objectives, introduction, procedures, materials, practice, closure, and evaluation. Effective lesson planning is essential for student achievement and helps teachers stay organized and avoid surprises.
This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans are well structured, connect to learning objectives and student development, engage students through varied activities and assessments, and adapt to student needs. Key components of a strong lesson plan include objectives, introduction, procedures, materials, practice, closure, and evaluation. Effective planning helps teachers maximize instructional time, keep students on task, and achieve learning goals. Regular reflection on lesson effectiveness allows for continuous improvement.
The document discusses different lesson planning models that teachers can use to spice up their lesson planning routines, including Robert Gagné's 9 Events of Instruction approach, a constructivist approach, and L. Dee Fink's Taxonomy of Significant Learning. It provides overviews of each approach, how to implement them, and resources for further information. The goal is to encourage teachers to consider alternative models to their normal planning methods and how these might impact student learning.
The document discusses various participatory training techniques for adult learners. It outlines that training aims to develop skills, knowledge, and attitudes to enable better job performance. Adult learners are self-directed, rely on prior experience, and learn best through hands-on activities. Effective trainers plan thoroughly, involve learners, and use a variety of techniques including lectures, discussions, role-playing and exercises. Selection of techniques depends on objectives, time constraints, and facilitating an engaging learning environment.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
The document provides a history of language teaching methods from the 17th century to modern times. It begins with the Classical Period where education focused on religious orthodoxy and morality. Foreign language learning emphasized intellectuality through Greek and Latin. The Grammar Translation Method from 1850-1950s stressed grammar rules, memorization, and translation with no speaking practice. Reformers in the early 20th century emphasized meaning and presenting language in context. The Direct Method used the target language exclusively with a focus on oral communication. The Audiolingual Method of the 1950s was based on behaviorism and drilled grammar patterns orally. Later methods incorporated situations and communicative language teaching focused on using language to communicate authentically.
This document provides an overview of various English language teaching methodologies. It describes the key principles and typical techniques of the Grammar Translation Method, Direct Method, Audiolingual Method, Community Language Learning, Silent Way, Suggestopedia, Total Physical Response, Natural Approach, and Communicative Language Teaching approach. Each methodology section explains its fundamental principles and then lists example teaching techniques used in that approach.
This document provides an overview of active learning and teaching methods. It contains two main sections. Section 1 discusses how to effectively use the resource, including considering teacher and pupil motivation, classroom dynamics, preparedness, and the teacher's changing role from transmitter to facilitator. Section 2 contains the toolkit of over 40 specific active learning strategies like back-to-back, CAF, card ranking, and more. Each strategy outlines its purpose and how to implement it in the classroom.
The Audio-Lingual method was developed during World War II as the Army method to teach languages quickly through habit formation and avoiding errors. It was a reaction to the grammar-translation method. The Audio-Lingual method uses memorization of dialogs, repetition drills, and a native-speaker model to build communicative competence without direct grammar instruction. It was the dominant foreign language teaching method in the US from 1947-1967 and works best for beginning English classes in a foreign language setting.
The document provides background on the development of the Audiolingual Method for teaching foreign languages. It describes how approaches used during World War II by the US military, known as the Army Method, emphasized intensive oral practice with native speakers. This method influenced linguists and helped establish the foundations for the Audiolingual Method. The method was developed further in the 1950s and 1960s through the application of structural linguistics and behaviorist psychology. It aimed to teach language as a set of habits through repetitive drills and became the dominant approach used in North America for foreign language teaching.
This document outlines 10 different methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural approach, and communicative language teaching. Each method is summarized with its key principles, such as a focus on grammar rules, using the target language exclusively, emphasizing reading skills, using repetition and drills, incorporating counseling techniques, and focusing on communication.
This document provides an overview of the teaching method known as Suggestopedia. It was developed by Bulgarian psychologist George Lazanov in the 1970s. Some key aspects of Suggestopedia include using Baroque music and a relaxed environment to lower students' anxiety and access more of their mental potential. It also incorporates visual/auditory elements, drama/art, limited homework, and tolerance of errors to engage different learning styles. The goal is to help students communicate in the target language through exposure to meaningful texts and indirect learning experiences beyond direct instruction.
TPR, or Total Physical Response, is a language teaching method developed by Dr. James Asher that mirrors how children acquire their first language. It involves the teacher giving physical commands that students act out, like "jump" or "look at the board." This helps students learn vocabulary and grammar through embodied actions. TPR lessons are engaging for kinesthetic learners, can be used with varied ability levels and class sizes, and don't require many materials. While best for beginners, TPR can also reinforce language at intermediate and advanced levels when adapted. Some students may feel embarrassed initially acting out commands, but teachers modeling actions helps alleviate that.
Krashen's theory of second language acquisition consists of six main hypotheses: the Acquisition-Learning hypothesis, the Monitor hypothesis, the Natural Order hypothesis, the Input hypothesis, the Affective Filter hypothesis, and the Reading Hypothesis. The document then provides explanations of how each hypothesis can apply to second language teaching, with a focus on creating opportunities for natural communication, balancing accuracy and fluency, teaching language in the order it is naturally acquired, providing comprehensible input, establishing a low-anxiety classroom environment, and incorporating reading.
The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes silence in the classroom. The teacher's role is to monitor students and encourage their active participation through techniques like gestures and facial expressions, while students test grammatical forms and discover the language through problem-solving. Students use colored rods and charts to learn pronunciation and recall information. While the method increases interaction and participation, it is also very abstract and different from traditional methods, making it difficult for some students and only suitable for small groups with a dedicated teacher.
The grammar-translation method was widely used to teach Latin in the 1500s and was later adopted to teach modern languages in Europe in the 18th-19th centuries. It focuses on teaching grammar rules and having students translate texts between the native and target languages. Classes are conducted in the native language, and there is no speaking practice. While it helps with reading and writing skills, students gain little ability in speaking the language. For this reason, other methods have largely replaced grammar-translation, though some of its approaches remain in certain areas.
The document discusses the Direct Method, an approach to foreign language teaching that was developed in the late 19th century as an alternative to the Grammar Translation Method. Some key principles of the Direct Method are conducting instruction only in the target language, teaching vocabulary through pictures and examples rather than translation, and focusing on speaking before reading and writing. The method aims to immerse students in the language and have them learn through examples and practice rather than relying on rules. It also bans translation and aims to teach grammar inductively by having students deduce rules from examples.
The Natural Approach is a language teaching method developed by Tracy Terrell and Stephen Krashen that claims language is acquired similarly to a first language through meaningful communication. It focuses on providing comprehensible input through activities that are slightly above students' current language level. Students first develop comprehension skills through listening and reading before speaking. Speaking emerges gradually without early emphasis on grammatical accuracy. The approach is based on Krashen's theories including the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
This document summarizes a study that evaluated the effectiveness of the Communicative Language Teaching (CLT) approach compared to the traditional Grammar Translation Method (GTM) in teaching English in Pakistan. The study had two parts: 1) An experimental study that used pre- and post-tests to measure the achievement and attitudes of students taught with either CLT or GTM. The CLT group showed more improvement. 2) A survey of English teachers that identified challenges to implementing CLT, including issues with teachers, students, testing, and adapting Western approaches to local contexts. Overall, the study found CLT could be effective if implemented properly but faces barriers in the Pakistani education system and culture.
The document discusses the critical period for language development in humans. It explains that while many animal vocalizations are innate, humans require extensive postnatal experience with speech sounds to develop language. There is a sensitive period in early childhood, typically before puberty, when exposure to language is necessary for normal acquisition. Without exposure to a language from a young age, through hearing, speaking, or signing, children will not develop full language abilities. The ability to learn language skills like new phonemes declines after childhood.
Este documento describe el contexto y las razones por las cuales A.S. Neill fundó la escuela Summerhill. Neill creía que tanto la familia como la escuela tradicional ejercían un autoritarismo dañino sobre los niños y los moldeaban para ser ciudadanos sumisos al sistema capitalista. Al negarse a perpetuar este sistema, Neill creó Summerhill como una "contrasociedad" que ofrecía libertad a los niños y escapaba de la influencia opresiva de la sociedad capitalista. El documento analiza las críticas de Neill hacia la familia
Planificacion y diseno de la ensenanza9Gladys Rivera
Este documento presenta orientaciones sobre la planificación y diseño de la enseñanza en la educación media. En primer lugar, entrega antecedentes generales como el análisis de los objetivos fundamentales y contenidos mínimos obligatorios, el análisis didáctico de los programas de estudio y el marco para la buena enseñanza. Luego, aborda el proceso de planificación centrado en el desarrollo de habilidades, el diseño de la enseñanza a través de tres momentos clave y la evaluación de los aprendiz
Este capítulo trata sobre la elaboración del proyecto curricular a nivel de cada institución educativa. Explica que el proyecto curricular concreta el modelo curricular general y operacionaliza el proyecto educativo de cada centro. Luego define brevemente el currículum y destaca los diferentes niveles de concreción del proyecto curricular, desde el diseño curricular de base hasta la programación de aula. Finalmente, enumera los principales componentes que debe contener el proyecto curricular de cada institución, como los contenidos, la temporalización, las e
El curriculo organizado en competencias 1Gladys Rivera
Este documento presenta los referentes curriculares para la planificación de los aprendizajes. Describe la descentralización curricular a tres niveles: nacional, regional y local. El nivel nacional establece los parámetros generales, el regional contextualiza el currículo según las características de cada región, y el local opera el currículo en el ámbito local. También explica la estructura de las áreas curriculares organizadas en competencias, indicadores de logro y contenidos. Finalmente, enfatiza la importancia de contextualizar el currículo
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
Topics to be Covered
Beginning of Pedagogy
What is Pedagogy?
Definition of Pedagogy
Features of Pedagogy
What Is Pedagogy In Teaching?
What Is Teacher Pedagogy?
What Is The Pedagogy Approach?
What are Pedagogy Approaches?
Teaching and Learning Pedagogical approaches?
Importance of Pedagogy in Teaching & Learning
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Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Open Source and AI - ByWater Closing Keynote Presentation.pdf
Microteaching ppt
1. MICROTEACHING
PILOT TESTING
PECEPT, NAHE
Higher Education Commission
(29 January, 2011)
Mrs. Rukhsana Nazir
rukhsanan@yahoo.com
2. Outline
• Lesson planning/Instructional planning
• Teaching skills and competencies
• Communication theory, skills and effective communication
• Knowing the learners and individual differences
• Blooms Taxonomy of Objectives
• Microteaching and micro teaching cycle
4. Teaching Strategy - Definition
• An instructional procedure designed to
relate to the objectives of teaching and
material available
• A rational ordering and balancing in the
light of knowledge and purpose, of the
several elements that enter into the
educative process, the nature of pupil
and the total learning situation.
5. Parameters of Effective Strategy (OPPEI)
1. Objectives – cognitive, psychomotor, affective
2.Planning – lesson / instructional planning
3.Presentation
- Content
- Mode
- Instructional materials
- Interaction, student participation
- Individual differences
4. Evaluation – not of student but of teacher
5.Improvement – in the light of evaluation and
feedback
7. LESSON / INSTRUCTIONAL PLAN
Teacher:_____________________________ Unit title:_____________________________
Subject:____________________ Class:____________________ Time:____________________
Major Concepts Major Mental Processes Major Skills to be developed
1.
2.
3.
1.
2.
3.
1.
2.
3.
Behavioral Objectives
1.
2.
3.
Set Induction:
1. How will you start ____________________________________________________
2. Method of
>> Rapport Producing _____________________________________________________
>> Learning readiness______________________________________________________
>> Motivation / interest _____________________________________________________
>> P.K test ______________________________________________________________
Instructional Material/ ICTs
(White board, video, CDs, graphs, charts, online pictures ect.)
1.
2.
3.
8. LESSON / INSTRUCTIONAL PLAN
Presentation / Method of Delivery:
• Question – Answer
• Activities
• Interaction
• Motivation
• Known to unknown
• Easy to difficult
• Exemplification
• References
• Discussion
Recapitalization – repeating the main points of lesson
Evaluation – Activities, Questions (one or two)
Closure – End Message
Assignment – Application, utility, daily life, comprehension, analysis, synthesis, project etc.
Your own comments / Self Assessment
Lesson Learnt ____________________________________________________________
Plus points ______________________________________________________________
Shortcomings ___________________________________________________________
Limitations ______________________________________________________________
To do in next lessons _______________________________________________________
9. Skills which can be mastered
Total 103 teaching skills have been
identified necessary for an effective
teacher.
Out of these 103 skills 20 skills have been
tested by Stanford University which can be
easily mastered through microteaching.
10 out of these 20 we will try to master in
this training course
10. Ten Skills
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
11. Ten Skills…
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
Objectives vs Contents
If you need to teach for 40 minutes you need 40 x 5 = 200
minute for planning.
Gathering the sources
Outline from A-to-Z
Possible bottle necks
Expected questions
Time budget vs content
Method of attack (Methodology, Procedure of teaching)
Achievements of objectives
Evaluation of success through feedback (what will be the
procedure)
12. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
SET INDUCTION
How to start
Learning readiness
Motivation
Known to unknown
Easy to difficult
Rapport
Questions
Activities by students / teacher
Incidents, Stories, Events
Experimentation
Localization
13. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Clear concepts
Sequential organization
Examplification
Linkages
Student’s participation
Activities
Knowledge and Understanding
Logical Positivism
14. Ten Skills..
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Float the question over the heads of
all participants.
Give time to think
Give option for answering (Volunteer)
Correct the answer if wrong
Be polite
15. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Inquiry approach
Controversies
Brainstorming
Probing
Appreciating the questions
16. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Subject oriented
Environment oriented
Problem Solver
Relevance
Valid Examples
17. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Pitch of the voice
Pauses
Speed
Linkages
Reference to context
Level of students
Fatigue and boredom (Avoid)
Non-verbal Communication
Humor
Pronunciation
18. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Lecture
Demonstration
Discovery
Laboratory
Practical
Activities
Computers
Discussion, Quizcussion
Inductive
Deductive
Mastery learning
Peer teaching
Participatory learning
Inquiry approach
Problem solving
Seminar
19. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Level of Students
IQ of students
Talented, Normal, Slow learners, Distributed
students
Knowing individual differences, difficulties etc. and
helping them out
Making the difficult concepts understandable for all
Guidance and counseling in problematic situations
20. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Summary of two minutes in the form of
message of presentation
Students usually remember it for longer time.
This may be in the form of one or two main
points
Evaluate your teaching by one or two simple
questions of that lesson
Application should be the focal point of end
message
21. Communication Skills
Communication theory, skills and effective communication
Sending
End
Medium
Receiving
End
Sender
(Teacher)
•Simple Language
•Expertise
•Correctness
•Thoughtful
•Authenticity
•Verbal-Non Verbal
•Reliability
Message
(Concept,
Matter)
•Authenticity
•Validity
•Relevance
•Acceptability
•Clear
•Interesting
•Simple Language
•Meaningful
•Latest version
•Attractive
•Latest (ICTs)
•No Medium Preferred
•No Distortion
•No Interruption
•No Bias
•Minimum Distance
•Authenticity
•Reliability
•Judgment
•Receiving Readiness
•Utility
•Usefulness
•Attentiveness
•Interest
•Insight
•Evaluative
22. Knowing the learners, Individual Differences
• Learners is focal point in total teaching
process
• Individual differences have direct correlation
with learning
• Academic and Social Background
• Personality
• Introvert Vs Extrovert
• Pessimistic Vs Optimistic
• Self-motivated Vs Other’s Motivated
• Creative Vs Recipient
• Self Esteem
• Aptitude, Attitude, Interest
• Leisure time Activities
• Track Record
23. Microteaching is a technique for,
“IMPROVEMENT OF SKILLS PREFERABLY BY
SELF PRACTICE AND SELF CRITICISM”.
Remember that it is NOT AT ALL a teaching
method.
rather than
It is a device for skill practice
It has been borrowed from Sports and Medical
Sciences
What is Microteaching
24. What is Microteaching…
Imparted at micro level i.e. one skill at one time
This technique is now extensively used in Australia,
India, Norway, England and USA (Stanford
University)
some other countries now there exist
“microteaching clinics” in the private sector where
sportsmen, surgeons and teachers visit, pay the
fees and practice the skills they feel themselves
deficient
These clinics are gaining more and more popularity
even more than the medical clinics.
25. Microteaching Cycle
The process of microteaching for skill
development is in the form of a cycle
usually known as MICROTEACHING
CYCLE.
This cycle consist of Six steps
26. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus
27. Microteaching Cycle…
Planning
First Step: Planning of presentation/skill/teaching/unit.
Planning should be of only 7 to 10 minutes presentation.
It may revolve around a single concepts to be taught
It should achieve the objectives stated or latent.
Planning should be well thought sequentially in written
form.
It should concentrate upon methodology rather than
contents.
29. Microteaching Cycle
Second Step: Presentation while being video tapped.
Following points may be kept in mind:
Do not be camera conscious.
Your students are dummies, they are your participants,
and colleagues but consider them the students. They will
also be advised to behave like students.
Emphasize the following skills:
•Introducing the topic
•Your communication
•Your liveliness in class
•Class participation
•Producing the rapport and motivation (learning, readiness)
•Clarity of concepts.
•Interaction with students
•Your pronunciation
•Encouraging the students
•Answering the students questions
•Pitch and speed of your voice
•Use of appropriate ICTs (A-V Aids, Educational Technology)
•Involving the students in activities
•Summing up the presentation.
•Evaluation of your students about the teaching you have
given
31. Microteaching Cycle
Third Step: Viewing the video tapped
presentation
All the participants along with presenter will view
the presentation.
All will note down the plus and minus points
32. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Discussing
First presenter then
others.
First plus points then
minus
33. Microteaching Cycle
Fourth Step: Discussing
Plus and minus points will be discussed in the following
order
First plus points and then the negative points where
improvements are needed.
First the presenter and then by participants Again plus
points will be pointed out before the negatives.
Negative points will in no way be considered as
criticism but a step towards improvement
Any shortcomings or negative point already pointed
out by presenter himself/herself will not be re-narrated
by any body else
34. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Filtration
(Summing up suggested
improvements)
Discussing
First presenter then
others.
First plus points then
minus
36. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Re-Planning
Filtration
(Summing up suggested
improvements)
Discussing
First presenter then
others.
First plus points then
minus
37. Microteaching Cycle
Sixth Step: Re-planning
The presenter will re-plan the
presentation in the light of outcomes
of the step four and present it again.
38. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
A research on microteaching
have indicated improvement
of skills upto 87% in three
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus
cycles and upto
61% in two cycles
39. Classroom Setting
Classroom Setting for Microteaching
Teacher
Black Board T.V
Students
Video
Camera
Any other
Colleagues
Microteaching
supervisor
40. Classroom Setting
Classroom Setting may look like
T-V
Board
Teacher
Students
Microteaching supervisor
Video camera
Any Other Colleagues