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teaching strategy
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2. The biggest challenge before a teacher is the presentation of
a lesson.
If this presentation is effective, students can reach the goals of
life by acquisition of knowledge and if the teacher is unsuccessful
in his presentation, it is impossible to reach the educational
objectives.
INTRODUCTION
3. Method of teaching is directly related to the presentation of
the lesson. Which a teacher should use, depends on the nature of
the subject,and the tact of the teacher .
METHOD OF TEACHING
4. There are four methods of presenting the subject matter.
1. TELLING METHOD; Lecture method, Discussion method, Story telling
method and so on.
2 .DOING METHOD; Project method, Problem solving method, Textbook
method and so on.
3 .VISUAL METHOD; Demonstration method, Supervised study method and
so on.
4 .MENTAL MEHOD; Inductive, Deductive, Analysis, Synthesis method
etc.
METHOD OF TEACHING
5. STRATEGY: - Strategy is the art and science of directing and
controlling the movements and activities of the army. If strategy
is good, we can get victory over our enemies. In teaching this term
is meant those procedures and methods by which objectives of
teaching are realized in the class.
STRATEGIES OF TEACHING
6. Stone and Morris have defined teaching strategy in the following
words;
Teaching strategy is a generalized plan for a lesson which includes
structure, instructional objectives and an outline of planned
tactics, necessary to implement the strategies.
Definition
7. Strategy can be summarized as
Teaching is the generalized plan of the whole lesson plan.
It consists of structure of teaching, objectives of teaching and
techniques of evaluation of teaching.
In strategy of teaching, realization of objectives is given more
importance than presentation of lesson.
A strategy does not follow a single track all the time, but it
changes according to the demands of the situations such as age,
level, needs, interests and abilities of the students. Thus
strategy is more comprehensive than method.
It is directional in nature. It refers to goal directed activities
of the teachers. Thus, it is more close to science than arts.
8. It is that procedure by which new knowledge fixed in the minds
of students permanently. For this purpose, a teacher does extra
activities in the class.
These activities help the teacher to take shift from one strategy
to another. Thus, teaching tactics are that behavior of the teacher
which he manifests in the classi.e., the developments of the
teaching strategies,giving proper stimulus for timely responses,
drilling the learnt resposes,increasing the responses by extra
activities and so on.
TACTICS OF TEACHING
9. TEACHING METHOD
TEACHING STRATEGY
When we try to achieve some objectives by any method it becomes
strategies.
Strategy is actually a combination of different method.
For E.g. Lecture or textbook or question answer method can be never
be used separately.
It is a macro approach.
It considers teaching as science.
Its purpose is to create conducive learning environment.
It is based on modern theories of organization.
(pre determined objectives, becomes strategy)
Behavior of students and teachers and their mutual
relationship.
It is limited to the presentation of subject matter.
Methods come under strategy.
It is a micro approach.
Teaching as an art.
Effective presentation of subject matter.
Classical Theory of human organization.
Work is important.
10. Selection of using strategies depends on the nature of
organization of human activities. Teaching strategies are divided
into two;
Autocratic
Democratic
TYPES OF TEACHING STRATEGIES.
11. Teacher centered methods
Teacher exercise full control over student, they are given least
chance to act freely.
They can do what they are allowed to do.
Banking concept.
AUTOCARTIC TEAHING STRATEGY
12. STORY TELLING METHOD
Tell the students real time stories, anecdotes about great men,
women, rulers, prophets, saints to develop-qualities of truth,
honesty, perseverance, courage, co-operation or
creativity-identification of characters, empathizes.
AUTOCRATIC METHODS
13. Story should be interesting
Natural sequence should be maintained.
Character should be elaborated to the demanding situations.
Actions-Story should be full of actions.
Phrases and figures of speech should be used.
Story should be purposeful.
SUGGESTIONS
14. Increase interests of the people.
Improves vocabulary.
Increase in Imaginative power.
Develop good qualities.
Lively environment.
APPLICATIONS
Used languages and social sciences
ADVANDAGES
15. Traditional method
A teacher delivers a lecture on different point on any topic in a
serial order and asks several questions.
Logical and sequential presentation of the content.
LECTURE METHOD
16. Content should be systematized in a logical and systematic
manner.
Listeners shouldnotfind any gap
Language should be easy, clear and understandable.
Question should be asked to the student in between the
lecture.
Material aids such as chart, graph, and picture should be
used.
SUGGESTIONS
17. Important points should be written on board.
Illustration should be given.
There should be sufficient flow in lecture, avoid use of notes and
books during lecture.
Lecture should not be too long, short lecture is recommended.
Minimize seriousness and dullness by adding humor.
SUGGESTIONS
18. For introducing a new lesson
Cognitive and affective domains can be developed.
More content can be presented.
Lays much stress on presentation thereby developing ability of
presentation in students also.
Concentration for a longer period of time
APPLICATION
All school subjects can be taught.
ADVANTAGES
19. Teacher shows all the activities given in the lesson to the
students as an action and explains the important points before them
during demonstration.
The teacherfollows three steps
Introduce the lesson by question answer or lecture method.
Demonstrate each and every aspects of the lesson and develops it
through activities.
He make the student drill of the subject matter for
assimilation.
He ask evaluative question and the desired skill is developed
through imitation of the action.
DEMONSTRATION
20. 1. Teacher should prepare well what and how he has to
demonstrate in the class
2. Students should be given enough chance to remove their doubts
after the demonstration
3. Afterwards the activity students should be asked to repeat the
demo.
4. Important point should be explained by short lectures during the
process of demonstration.
5. The demo. Process should be divided into many phases and
students should be evaluated after everyphase
SUGGESTIONS
21. It is helpful in teaching skills in training
institutions.
Lower and middle level of objective cognitive and psychomotor
domains can be easily achieved through this method.
Useful in teaching science subject in schools
Every practical work needs demonstration
Observation and thinking capacity of students can be
developed.
Senses of students can also be trained
APPLICATION
This method is applicable in teaching science crafts arts and
agriculture.
ADVANTAGES
22. All class is divided in two different groups of common
features.
The division is made on the basis of difficulty level of different
subjects.
Every group is handed to different teachers separately.
Here teachers find out the individual problem of students and then
he individually guides them to remove this problem.
If difficulty of whole group is similar, group teaching and group
guidance can be given.
TUTORIAL METHOD
23. Students of same capacity or same weakness should be kept in
same group.
The behavior of teacher should be unbiased at the time of guidance
to ensure equal chance of progress.
It should be done by experienced and expert teachers.
Every student should be motivated to tell his problems frankly so
as to get the benefits.
SUGGESTIONS
24. TYPES OF TUTORIAL TEACHINGS
SUPERVISED TUTORIAL TEACHING :- In this methods, the bright
students discusses their problem with their teacher and weak
students are asked to do drill work after removing their
difficulties
This system is close to democratic.
GROUP TUTORIAL:- In this method, the teacher to remove the
difficulties of average students, this is needed when level of
class room teaching is low from the point of view of the
students
PRACTICAL TUTORIAL: - In this system, the students work with
teacher in lab. Psychomotor domain is especially developed through
this approach.
25. It is a type of remedial teaching.
Teacher can teach in the class keeping the individual differences
due to the small size of the class.
Absence of previous knowledge can be compensated.
Every student gets the chance to express his problem openly and
individually.
APPLICATION
Teaching natural science and mathematics.
ADVANTAGES
26. These strategies are child centered.
Interest, capacities, attitudes, needs of learners are taken to
account.
It develop affective and cognitive domain.
Maximum interaction between teachers and students are seeing.
Both students and teachers are equally active.
Purpose-all round development of learners.
Teachers works as helpers and guide
DEMOCRATIC TEACHING STRATEGIES
27. It is an oral method like question and answer method.
Maximum interaction between teachers and students can be
seen.
Discussion can be formal and informal. Formal discussions are
arranged for the purpose of achieving predetermined objectives
hence rules are also predetermined.
Informal discussions are neither objective oriented nor rules are
predetermined.
DISCUSSSION METHOD
28. Teacher and students discuss in the class whenever it becomes
necessary.
In formal discussion, teacher divides the class in to different
groups and gives the topic of the discussion to each group.
Every group has a leader to anchor and conduct the
discussion.
Leader raises new topics of discussion.
In the end, teacher draws the conclusion of the discussion with the
help of leaders.
DISCUSSSION METHOD(Cont.)
29. Ensure maximum participation.
Students have the opportunity to criticize and evaluate.
Logical and meaningful criticism should be accepted.
Students should anchor the discussion themselves.
Keeping teachers as guide.
Teacher selects the topic only with the help of students.
Students who have leadership quality should be selected for
anchoring.
Relevant topic should only be considered.
SUGGESTIONS
30. ADVANTAGES
Thinking and communicating powers can be developed.
Leadership quality can be developed.
Expression ability can be developed.
Problem solving ability can be developed.
Develop creative potentials of the students.
Attitudes and interest of students can be drown out towards
learning.
Higher level cognitive and affective objectives can be realized
through classs room discussion.
APPLICATION
All subject except mathematics, art, music, dance can be
taught.
31. Literary means high discover
Students learns themselves
Teacher raises problematic situations before the students.
He guides them from there will get materials to the solutions of
the problems.
Individual discovery of the solutions to the problem by trial and
error method.
HEURISTIC METHOD
32. Five steps involved in the methods are:-
(a) Presentation of the problem.
(b) Giving information about material and techniques helpful in
solving the problem.
(c) Hypothesis formulation by the students themselves.
(d) Data collection for testing of the hypothesis.
(e) Testing the hypothesis-accepting the true hypothesis and
rejecting the falls hypothesis.
PROCEDURES
33. Teachers should help in formulating hypothesis.
They should help in gathering the resources.
Doubts should be removed.
Students should be given chance to go further on the basis of trial
and error, theory of learning.
SUGGESTIONS
34. Knowledge through self study and self learning.
Learning through investigation an research.
There by developing scientific attitudes.
Increase self confidence of the students.
Motivates students to accept newer and newer challenges.
Highest level of cognitive objectives can be achieved.
APPLICATION
Useful in teaching mathematics and science.
ADVANTAGES
35. Used in social science to clarify facts and concepts unlike
heuristic method used in science to formulate or testify laws and
principles.
Facts and concepts are explained in an objective manner unlike
heuristic method where subject matter is comprehended
subjectively.
Discovery is related to past events while heurism is concerned with
phenomena at present.
E.g.Courses of Aurangzebs failure in south India is a discovery and
Causes of law productivity of agriculture lands in India is a
heuristic method.
DISCOVERY METHOD
36. This method was propounded by W.H Kilpatrick.
Pupil is assigned a project which has direct utility for the
students.
Students work on the project under the guidance of the
teacher.
Find out the solution of the problem based on their
experience.
PROJECT METHOD
37. Student follows a collective approach in project method unlike
individual problem solving as in Heuristic method.
The problem given in the form of project is real while the problem
of heurism may be real as well as imaginary.
The approach of the project is productive, here something useful is
created. Unlike heurism which is analytical.
38. Constructive project
Pupils work physically in or outside the class like writing
letters, essays on given topics, preparing fields for games ,
playing drama etc.
Aesthetic project
Appreciation powers of students are developed.
Presentation of music programmes, decorating a hall, beautification
of lawn etc.
TYPES OF PROJECT
39. Problematic project.
Students learn solutions of life- related problems such as studying
the effect of balance diet on health, advantages of physical
exercise on body fitness, Causes of family disputes and their
solution etc.
Drill project.
Working capabilities and automation of students are
increased.
Filling in the map, coloring the arts and pictures, solving
mathematical sums etc.
40. Principles of purpose
Principles of utility
Principles of freedom
Principles of activity
Principlesof reality
Principles of prior planning
PRINCIPLES OF PROJECT METOD
41. 1. Creating situation:- Teacher creating situation in the class
that student propose themselves to work on the project .
High level of motivation is found in students. Teacher tells them
the method and procedure of the project.
2. Selection of the project:- Six principles as mentioned above are
taken into consideration.
Teacher helps the student to select the project on the basis of
their interests.
STEPS INVOLVED
42. 3. Planning:- Teacher discusses various points of the project
with the students. Students take part on discussion.
After discussion, teacher writes down the whole programmmes of
action step wise on the black board. Grouping is also done.
43. 4. Execution:- Students first upon select relevant facts,
information and material and each groups works on the project
separately and complete it within time limit.
5. Evaluation:- When project gets completed ,it is first criticized
and evaluated by the students themselves within the group and when
fully satisfied report to the teacher.
6. Rporting:- Students write each and every steps of the project
that is how they did. The report may submit to the teacher.
44. Based on principles of learning.
Law of readiness
Law of exercise
Law of effect
Related to real life situation- Students learn how to solve real
life problems in life.
Work experience-Students get real experience of working by their
projects and the learning which is associated with doing is more
stable and meaningful.
Inculcation of democratic values-They learn coopration, tolerance,
mutual acceptance.
A boon for weak students-It is a boon since students work in group
collectively.
ADVANTAGES
45. ROLE PLAYING METHOD
Students are given a chance to play the role of teacher.
It is a dramatic method.
Teacher teaches the topic and the students one by one teaches the
same topic to the class.
When he teaches all his classmates answer his questions.
They not down the shortcoming of the student teacher.
This teaching is later criticized and suggestions for improvement
are given.
Drama in literature is also thought to this method.
This method is usually adopted in training colleges.
46. Subject teacher, he is advice to be present in the class at the
time of role play.
He should be there in the class at the time of criticism.
The topic of teaching for the purpose of role playing should same
for all for comparison.
All the observers should note down the short comings of all
teachers selected for the purpose.
Discussion based on memory and recall is recommended.
SUGGESTIONS
47. Repeated teaching of the same topic increases learning.
Practice makes a man perfect and a critical observation make man
alert.
It increases social skills of students
Students learn the methods of analysis, synthesis and
evaluation.
Develop critical power of the students.
Remove their own mistakes through imitation.
ADVANTAGES
48. The basic assumption of this method of teaching is that a group
of pupils can give more ideas than a single person.
Problem can be analyses and evaluating more comprehensively.
A problem is given to students and there asked to put forward their
views on this problem one by one.
Thus many views regarding the nature of the problem, its causes and
its possible solutions come to light.
Conclusion is drawn after evaluating these jumbled ideas.
BRAIN STORMING
49. This method being problem centered, it should be meaningful and
related to real life situation.
All views of students are welcome and relevant views should be
isolated from them later on.
The views of students will be either written or typed.
SUGGESITONS
50. Cognitive and affective objectives can be achieved.
Good ideas can be inculcated.
Imaginative power of students can be developed.
MERITS
51. THANK YOU