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Teaching, Learning Skills and Techniques, Incourse

Heron's feedback model describes six categories of helping interventions: 1) giving information, 2) challenging, 3) suggesting, 4) drawing out ideas, 5) drawing out solutions, and 6) drawing out self-confidence. The model distinguishes between authoritative interventions like giving information and facilitative interventions like drawing out ideas. This model is important for a teacher's professional development as it provides a framework for mentors to give feedback that facilitates self-reflection and growth rather than just directives. Professional development for teachers includes formal activities like seminars and informal learning from peers, and covers topics like improving subject knowledge, teaching techniques, technology skills, and supporting diverse students. It involves individual study as well as collaborative modes like observation,

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17 views

Teaching, Learning Skills and Techniques, Incourse

Heron's feedback model describes six categories of helping interventions: 1) giving information, 2) challenging, 3) suggesting, 4) drawing out ideas, 5) drawing out solutions, and 6) drawing out self-confidence. The model distinguishes between authoritative interventions like giving information and facilitative interventions like drawing out ideas. This model is important for a teacher's professional development as it provides a framework for mentors to give feedback that facilitates self-reflection and growth rather than just directives. Professional development for teachers includes formal activities like seminars and informal learning from peers, and covers topics like improving subject knowledge, teaching techniques, technology skills, and supporting diverse students. It involves individual study as well as collaborative modes like observation,

Uploaded by

Ashraf Atique
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching-Learning Skills and Techniques

Question-1 Explain the educational structure of Bangladesh.

Question-2: What is interpersonal communication skill? Write down the characteristics and
importance of interpersonal communication skill.

Interpersonal communication is the process by which


people exchange information, feelings, and meaning
through verbal and non-verbal messages: it is face-to-
face communication.

Interpersonal communication is not


just about what is actually said - the
language used - but how it is said and
the non-verbal messages sent through
tone of voice, facial expressions,
gestures and body language.

Question-3: What is feedback?


Explain John Heron’s Feedback model. Explain the importance of this model in context of a
teacher’s professional development.
Heron’s model has two basic styles – “authoritative” and “facilitative” which further
breakdown into six categories to describe how people intervene when helping. If a helping
intervention is “authoritative”, it means that the person “helping” is giving information,
challenging the other person or suggesting what the other person should do. If a helping
intervention is “facilitative”, it means that the person “helping” is drawing out ideas,
solutions, self-confidence, and so on, from the other person, helping him or her to reach his
or her own solutions or decisions.

Pre-Observation discussion
Intended outcomes of the observation – to be agreed between teacher and mentor/observer. These need to be
specific and measurable.

Agreed focus for the observation – you need to ensure that some of the key questions stated are covered in your
discussion.

During Observation or Observation Record


Teaching Learning

This account should be analytical, not descriptive. The This account should be analytical, not descriptive. The
teaching methods being used need to be identified and observer needs to identify what learning is taking place.
evaluated. The observer should focus on the areas The observer should focus on the areas noted in the
noted in the pre- observation discussion pre-observation discussion.

Key strengths Based on the observed lesson

Key areas for improvement Based on the observed lesson

Post Observation Discussion


General comments and outcomes of the discussion

This discussion should have clear links to the pre observation discussion, to the observed lesson and to the
learning outcomes stated in the syllabus.

Question -4: By using Bloom’s taxonomy explain the each level questions.
Question-5. What do you understand by professional development of a teacher? Write down
the elements and techniques of professional development.
What constitutes professional development? When people use the term “professional
development,” they usually mean a formal process such as a conference, seminar, or
workshop; collaborative learning among members of a work team; or a course at a college or
university. However, professional development can also occur in informal contexts such as
discussions among work colleagues, independent reading and research, observations of a
colleague’s work, or other learning from a peer.

The following are a representative selection of common professional-development topics and


objectives for educators:
 Furthering education and knowledge in a teacher’s subject area—e.g., learning new scientific theories,
expanding knowledge of different historical periods, or learning how to teach subject-area content and
concepts more effectively.
 Training or mentoring in specialized teaching techniques that can be used in many different subject
areas, such as differentiation (varying teaching techniques based on student learning needs and
interests) or literacy strategies (techniques for improving reading and writing skills), for example.
 Earning certification in a particular educational approach or program, usually from a university or other
credentialing organization, such as teaching Advanced Placement courses or career and technical
programs that culminate in students earning an industry-specific certification.
 Developing technical, quantitative, and analytical skills that can be used to analyze student-performance
data, and then use the findings to make modifications to academic programs and teaching techniques.
 Learning new technological skills, such as how to use interactive whiteboards or course-management
systems in ways that can improve teaching effectiveness and student performance.
 Improving fundamental teaching techniques, such as how to manage a classroom effectively or frame
questions in ways that elicit deeper thinking and more substantive answers from students.
 Working with colleagues, such as in professional learning communities, to develop teaching skills
collaboratively or create new interdisciplinary courses that are taught by teams of two or more teachers.
 Developing specialized skills to better teach and support certain populations of students, such as
students with learning disabilities or students who are not proficient in English.
 Acquiring leadership skills, such as skills that can be used to develop and coordinate a school-
improvement initiative or a community-volunteer program. For related discussions, see leadership
team and shared leadership.
 Pairing new and beginning teachers with more experienced “mentor teachers” or “instructional
coaches” who model effective teaching strategies, expose less-experienced teachers to new ideas and
skills, and provide constructive feedback and professional guidance.
 Conducting action research to gain a better understanding of what’s working or not working in a
school’s academic program, and then using the findings to improve educational quality and results.
 Earning additional formal certifications, such as the National Board for Professional Teaching
Standards certification, which requires educators to spend a considerable amount of time recording,
analyzing, and reflecting on their teaching practice (many states provide incentives for teachers to
obtain National Board Certification).
 Attending graduate school to earn an advanced degree, such as a master’s degree or doctorate in
education, educational leadership, or a
specialized field of education such as literacy or
technology.
What are typical modes of professional
development?
• Individual reading/study/research.
• Study groups among peers focused on a
shared need or topic.
• Observation: teachers observing other
teachers.
• Coaching: an expert teacher coaching one or
more colleagues.
• Mentoring of new educators by more
experienced colleagues.
• Team meetings to plan lessons, problem
solve, improve performance,
and/or learn a new strategy.
• Faculty, grade-level, or departmental meetings.
• Online courses.
• College/university courses.
• Workshops to dig deeper into a subject.
• Conferences to learn from a variety of expertise
from around the state
or country.
• Whole-school improvement programs.
• Proprietary programs by private vendors.

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