LESSON 1 was originally evoked by another stimulus

INTRODUCTION TO TEACHING
TEACHING & LEARNING PROCESS
TEACHING defined…

▪ Refers to the process of imparting knowledge and

skills from a teacher to a learner. It encompasses the
activities of educating or instructing. It is an act or
experience that has a formative effect on the mind,
character or physical ability of an individual.

▪ A working definition of teaching is undertaking certain

ethical tasks or activities the intention of which is to
induce learning.
▪Operant Conditioning (Instrumental conditioning)
▪ it is a deliberate intervention that involves planning ▪ Described as a process that attempts to modify
and implementation of instructional activities and behavior through the use of positive and negative
experiences to meet learner outcomes according to a reinforcement. Through operant conditioning, an
teaching plan individual makes an association between a particular
Some thoughts on teaching and learning... behavior and a consequence.
▪ Clearly, not all learning is dependent on ▪Social Conditioning (Observational conditioning)
teaching...However, all teaching regardless of quality is ▪In this theory, people can learn new information and
predicated on learning..- Brown,1993 behaviors by watching other people.
▪ Teaching makes learning possible..-Ramsden,1992

LEARNING defined…
THE “HOWs” OF TEACHING
▪ Process of gaining knowledge or skill by studying, A. Strategies
practicing, being taught, or experiencing something. B. Approach
(Merriam-Webster Dictionary) C. Technique
D. Method
▪ “a persisting change in human performance or
performance potential . . . (brought) about as a result of A. Strategies
the learner’s interaction with the environment” ▪Is the art and science of directing and controlling the
(Driscoll, 1994) movements and activities of the army. If strategy is
good, we can get victory over our enemies. In teaching
▪ “the relatively permanent change in a person’s
this term is meant those procedures by which objectives
knowledge or behavior due to experience
of teaching are realized in the class. ▪Teaching strategy
▪ an enduring change in behavior, or in the capacity to is a generalized plan for a lesson which includes
behave in a given fashion, which results from practice or structure, instructional objectives and an outline of
other forms of experience” (Shuell, 1986) planned tactics, necessary to implement the strategies

LEARNING THEORIES Strategy can be summarized as

▪Teaching is the generalized plan of the whole lesson
▪Classical Conditioning (Pavlovian conditioning or
plan.
respondent conditioning)
▪ is a reflexive or automatic type of learning in which a ▪In strategy of teaching, realization of objectives is
stimulus acquires the capacity to evoke a response that 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 They represent a reality within which students interact.
abilities of the students. Thus strategy is more The teacher controls the parameters of this "world" and
comprehensive than method. uses it to achieve the desired instructional results.
Students experience the reality of the scenario and
▪It is directional in nature. It refers to goal directed
gather meaning from it.
activities of the teachers. Thus, it is more close to
science than arts. APPROACH, METHOD & TECHNIQUE
Approach is the broadest of the three, making
TEACHING STRATEGIES technique the most specific, and the method found in
➢Brainstorming- is a large or small group activity that between approach and technique.
encourages students to focus on a topic and contribute Technique encompasses the personal style of the
to the free flow of ideas. teacher in carrying out specific steps of the teaching
➢ Case studies- are effective ways to get students to process
practically apply their skills, and their understanding of A Method, on the other hand, is an organized, orderly,
learned facts, to a real-world situation. They are systematic, and wellplanned procedure aimed at
particularly useful where situations are complex and facilitating and enhancing students’ learning.
solutions are uncertain.
B. Approach
➢ Debates- structured way of exploring the range of ▪Ways in which you try to engage students with the
views on an issue. It consists of a structured contest of subject matter (provide students with basic facts, relate
argumentation, in which two opposing individuals or new knowledge to what students already know, build in
teams defend and attack a given proposition. interaction, be passionate, be enthusiastic)
➢ Discussion- Discussion lets class members work ▪The ways in which you support your students
actively with the ideas and the concepts being pursued, (encourage questions, set formative assessments,
and discussion sessions can be an extremely effective in provide constructive feedback).
changing behaviour or attitudes. Consequently,
teachers use them frequently in instructional situations A description of your approach to teaching
includes:
➢The flipped classroom-students complete learning ▪The mode or manner of teaching (lecture, tutorial,
normally covered in the classroom in their own time (by bedside teaching, laboratory work);
watching videos and/or accessing resources), and
classroom time is dedicated to hands-on activities and ▪Some understanding of how people learn (learning
interactive, personalized learning, leading to deeper theory);
understanding. Students use class time to apply the
▪Some understanding of how to facilitate learning
theory and concepts discussed in the videos, and to
(qualities of the teacher such as passion, principles for
utilize techniques including group problem-solving and
good teaching practice such as providing timely and
team building games, simulations, case study reviews,
constructive feedback, putting educational theory into
and group discussions.
practice).
➢ Groupwork- is a method of instruction that gets
TYPES OF TEACHING APPROACH
students to work together in groups.
ACCDRD TO THE ROLE OF TEACHER
➢ Questioning- The art of asking questions is at the
➢The executive approach- views the teacher as
heart of effective communication and information
manager of complex classroom processes, a person
exchange, which underpins good teaching. If you use
charged with bringing about certain outcomes with
questioning well, you can improve the student learning
students through using the best skills and techniques
experience in a whole range of Teaching Settings.
available.
➢ Simulations- are instructional scenarios where the
learner is placed in a "world" defined by the teacher.
➢ The facilitator approach- it places a high value on solving skills, creativity, etc.),
what students bring to the classroom setting, it places (3) Promote student engagement.
considerable emphasis on making use of students’ prior
▪ An approach, which capitalizes on the child’s natural
experience.
curiosity and urge to explore the environment.
➢ The liberationist approach- is rooted in notions of ▪ The child learns by personal experience and
liberal education, wherein the goal is to liberate the experiment and this is thought to make memory more
mind to wonder, to know and understand, to imagine vivid and help in the transfer of knowledge to new
and create, using the full intellectual inheritance of situations.
civilized life
CONCEPTUAL
APPROACH ACCDRD TO NATURE OF LEARNING
▪ Choosing and defining the content of a certain
❑ Discovery Learning discipline to be taught through the use of or pervasive
➢ takes place in problem solving situations where the ideas as against the traditional practice of determining
learner draws on his own experience and prior content by isolated topics.
knowledge and is a method of instruction through ▪ not a particular teaching method with specific steps to
which students interact with their environment by follow; it is more of a viewpoint of how facts and topics
exploring and manipulating objects, wrestling with under a discipline should be dealt with.
questions and controversies, or performing ▪ involves more data collection usually through research
experiments. while the discovery approach actively involves students
to undertake experimental and investigative work.
❑ Conceptual teaching
B. CONCEPTUAL - choosing and defining the content
➢ Involves the learning of specific concepts, the nature
of a certain discipline to be taught through the use of or
of concepts, and the development of logical reasoning &
pervasive ideas as against the traditional practice of
critical thinking.
determining content by isolated topics
❑ Process writing PROCESS
➢ treats all writing as a creative act which requires time ▪An approach which provides students with an
and positive feedback to be done well. In process abundance of projects, activities, and instructional
writing, the teacher moves away from being someone designs that allow them to make decisions and solve
who sets students a writing topic and receives the problems.
finished product for correction without any intervention
in the writing process itself. ▪Through this approach students get a sense that
learning is much more than the commission of facts to
❑ Unified Teaching memory. Rather, it is what children do with that
➢ This approach lends itself smoothly to a unified knowledge that determines its impact on their attitudes
teaching-learning concept of education. The and aptitudes.
information handler, being a teacher, a student, or
another educational environment, is at the center of UNIFIED
this educational model. The main inherent ▪It is based on a breakdown of knowledge to integrated
characteristics of this model are extreme flexibility, modules of information. The basic level of breakdown is
integration, ease of interaction, and being evolutional to be used in education to buildup concepts, while the
higher ones are to be used to buildup complex concepts
A. DISCOVERY of knowledge, including those of experts. Key to the
▪ refers to various instructional design models that success of this breakdown is the relational integration
engages students in learning through discovery. of the information leading to the concept under
Usually the pedagogical aims are threefold: consideration.
(1) Promote "deep" learning, ▪This approach lends itself smoothly to a unified
(2) Promote meta-cognitive skills (develop problem- teaching-learning concept of education. The
information handler, being a teacher, a student, or
another educational environment, is at the center of - emphasizes group work and a strong sense of
this educational model. ▪The main inherent community.
characteristics of this model are extreme flexibility, - “Think-Pair-Share
integration, ease of interaction, and being evolutional.

APPROACH ACCORDING TO TEACHER-LEARNER

INTERACTION

C. Technique
▪It is a procedure by which new knowledge fixed in the
minds of students permanently. For this purpose, a
teacher does extra activities in the class. ▪These
TEACHER-CENTERED APPROACH activities help the teacher to take shift from one
- It is the primary role of teachers to pass knowledge
strategy to another. Thus, teaching tactics are that
and information onto their students.
behavior of the teacher which he manifests in the class
1. Direct Instruction i.e., the developments of the teaching strategies , giving
- relies on explicit teaching through lectures and proper stimulus for timely responses, drilling the learn
teacher-led demonstrations. responses , increasing the responses by extra activities
and so on.

D. Method
▪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 .

FOUR METHODS OF PRESENTING THE SUBJECT

MATTER.
1. TELLING METHOD; Lecture method, Discussion
method, Story telling method and so on.
STUDENT-CENTERED APPROACH 2 .DOING METHOD; Project method, Problem solving
- Student learning is continuously measured during method, Textbook method and so on.
teacher instruction.
3 .VISUAL METHOD; Demonstration method,
1. Inquiry Based Learning Supervised study method and so on.
- focuses on student investigation and hands-on
4 .MENTAL MEHOD; Inductive, Deductive, Analysis,
learning.
Synthesis method etc
- teacher’s primary role is that of a facilitator, providing
guidance and support for students through the learning INSTRUCTIONAL MEDIA
process

2. Cooperative Learning