Unit-5

1. What is teaching and what are the Objectives of Teaching?

Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that
they learn particular things, and go beyond the given.

What do teachers do?

 Teachers have a lot of responsibilities. They have responsibilities other than conveying the
concepts in the syllabus. These objectives form the foundation of the job and teachers should
work every day to fulfill their objectives.
 To help students acquire knowledge. The primary objective of teaching is to impart knowledge
and wisdom. However, this is not limited to textbook knowledge.
 To shape character and behavior. As mentioned, teachers help students acquire knowledge and
this is not just what is included in the syllabus. Through this process, the character is shaped,
and behavior is molded.
 Foster independence. Teachers help students to be strong and independent. One of the
outcomes of effective education is independence and a strong foothold.
 To motivate students. Teachers have the capability to fire intrinsic motivation in their students
and this will help students to be successful in life. Here are some study tips that you can give
your students:
 To nurture creative thinking. Creative thinking and problem-solving skills are important life skills
that are necessary to lead a successful life.
 To develop social skills. A teacher plays a pivotal role in the overall development of a child.
Emotionally, physically and intellectually, they have to help their students cultivate skills that are
good for mental and overall well-being.
 To assist the school/ educational institution to achieve its goals is another important objective of
a teacher
 To involve parents in their children’s education. Teachers have to be inclusive to ensure that
teaching is effective.

What are the phases of teaching?

Phases of Teaching

The teacher has to choose the level of teaching based on the concepts and the intensity of the subject
matter. A teacher takes different roles in a classroom based on the situation. Let us explore the levels of
teaching.

There are three levels of teaching:

1. Memory phase
Memory level of teaching, as the name suggests, is a level of teaching where the objective is just to
impart the textbook knowledge and make the students memorize it rather than going to the roots of it.

2. Understanding phase

The understanding level of teaching is a more thoughtful teaching process wherein the students connect
with the concepts and as the name suggests, understand the subject matter.

3. Reflective phase

The Reflective Level of teaching is also called the introspective level of teaching. This is considered the
highest form of the teaching-learning process. This is primarily because the teaching does not stop after
making the students understand the concept.

Teaching methods:

Teacher centered method

It is the method where the teacher is the only expert or an authority figure for the learners or students.
They rely on the expert and receive knowledge to achieve positive grades in the end exams or
assessments. The lecture method is used in the teacher-centered method, and it requires very little
involvement of students or learners during the teaching process. It is also called a closed-ended method
if the involvement of learners or students is zero.

Content-focused methods

Among different teaching methodologies, the teacher can use the content-focused method when the
content, set of information, or skill taught by the teachers or experts cannot be changed or altered. It
means the content to be taught is so important or unimpeachable that both the learner and the teacher
have to fit in the subject without being critical about the content.

Learner-centered method

In this teaching method, the teachers play a dual role. They act as learners and teachers; they learn new
things every day while delivering the lecture. The learner-centered method is beneficial for both teacher
and the student. The best way to implement this method is to follow the class’s discussion, inquiry-
based, or discovery strategies.

Interactive or participative method

It is the type of learning method that is considered beneficial for both the learners and the teachers. The
teacher’s responsibility is to explain the key points or the importance of following the interactive or
participating method during class in general so that students may not resist following it. Many strategies
are used in this teaching method like writing exercises, think-pair-share, debate, problem-based
learning, or situation analysis.

The lecture method

One of the most commonly used formal or semiformal teaching methods is the lecture method.
Teachers mostly use this method for a large class. In this method, the teachers pick a topic and explain
its basic definitions, facts, events, principles and clarify the whole point of the subject or topic with
relevant examples and problems. The students are allowed to take notes and ask questions at the end of
a lecture, and the master of the subject has to answer them all. Thus, in this method, a teacher is the
main role model for the large class, and it has a strong mastery of that specific subject.

The discussion method

The discussion method can only be followed when the teacher is highly skilled and disciplined. Because
in this two-way communication method, students are prepared to listen to their fellow’s point of view
and exchange ideas. The role of a teacher is to introduce disciplined group discussion techniques among
students and clear the concept of the topic meanwhile. This method is mainly used to utilize the
knowledge, experience, and creativity of each student. When the whole discussion ends, the teacher
corrects the mistakes and clears the debatable concepts.

The study assignment method

It is one of those teaching methods that promote active learning. In this method, the teacher or an
instructor assigns a task to students before the class. It can be a book or research paper reading, project
analysis, or any relevant material review. This method enhances the research skill abilities of students,
and the discussion part in class makes the teacher and students know different points of view of each
other.

The tutorial method

It is a teaching method that can only be used when a teacher or an instructor teaches one student and
works directly. This method is also known as online tutoring, and it demands more money and time,
unlike other teaching methods. Those who follow such methods know the safety and active
participation of both learner and the reader. The tutorial teaching methods are user-friendly. The
students can skip or restart the lesson any time, leave the tutorial in between, or get access to it when
they feel like learning or motivated. Mostly these are the recorded lectures.

The seminar method

The seminar method is one of the costly teaching methods used by the experts or teachers to guide or
educate the students about a certain topic or project. In this method, the instructors make groups of
students work on their projects and then ask them to exchange the information or techniques used
while completing the project. Highly professional; or competent teachers must arrange a seminar
method and then evaluate the study, research paper, or project.

The demonstration method

The demonstration method is the kind of teaching method in which the teacher has to perform
something or an operation to make its learner understand deeply and clearly. It can be the functioning
of a tool or equipment, teaching troubleshooting, performing a certain job or an operation or anything.
This teaching method can only be proposed when the instructor explains the why, how, where, what,
and when. If the highly competent teacher will choose the method and rehearse well before teaching, it
will save time, and the clarity of operation will help the students perform right. The demonstration
teaching method is mostly used in laboratories.

Direct teaching

The direct teaching method is commonly used in all institutions as it makes the teacher or an instructor
directly communicate with their student within the school or institution premises. This method lessens
the communication barrier between students and the teacher. It focuses on the immediate teaching
process, and the students are allowed to ask questions or give suggestions in between, with certain time
limitations.

Online teaching method

One of the most flexible teaching methods is the online teaching method. The teacher and the learner
can offer a flexible timescale, which is unrestricted to time and place. Both can communicate with each
other via email or any other digital support. The access to recorded lectures after the online session
helps the students to listen to them later and understand better. The advancement of technology has
turned learners into online learning in the last few decades.

Online and private tutors have their way of teaching concepts within a certain time limit. Students with
jobs mostly use this teaching method to learn during their free time and achieve their desired goals
without moving places.

Independent study or practice

Some teachers or an instructor follow the independent study or practice teaching method because this
improves the self-learning or self-study abilities of the students. In such methods, teachers mostly assign
the same task to each student to practice or study it from home on their own, and then the other day,
teachers evaluate the task and solve the students’ queries.

2.Evaluation:

It is always important to understand the progress of students to plan better further and work on their
weaker areas. Evaluations help to identify the areas of strengths and weaknesses of a student. It also
helps to understand the potential of every student, which helps to curate a better learning plan for the
students and helps them grow rapidly. Let us understand the different types of evaluation in education
processes and how they can be used in a classroom.

What is Evaluation?
Evaluation is the process of assessing the value, worth, or quality of something. In education, evaluation
refers to the systematic and ongoing assessment of student learning, progress, and performance in
relation to set learning objectives and standards.

The goal of evaluation is to provide teachers and students with information to improve learning
outcomes and measure the effectiveness of teaching and learning practices. Evaluation methods can
include tests, quizzes, essays, projects, observations, and more. Evaluation is an important aspect of the
educational process as it helps teachers understand student learning and adjust their teaching practices
accordingly.

Let us talk about different types of evaluation in education that can help teachers.

Different types of evaluation in education

Every teacher uses different types of evaluation in education that are most suitable for their classroom
and it is important to understand the different types of evaluation in education processes and how one
can use them in their teaching.

1. Formative Evaluation

Formative evaluation refers to the assessment being conducted multiple times. In the formative
assessment process, teachers conduct tests after an interval of some time that makes them understand
what the students have understood and what they can still learn. It is one of the great methods to
understand the ability of students to grasp the knowledge and how you can plan further for their better
learning.

This test can be conducted after every 3 months and the evaluation of such results can help in better
planning of lessons for the students.

2. Summative Evaluation

Summative evaluation is the type of evaluation that occurs at the end of every academic year. This
evaluation decides whether the students will go further into the next grade or will they have to repeat
the same year again. This assessment clubs the entire syllabus of the one exam and the evaluation of
this results in deciding the future of the students.

3. Diagnostic Evaluation

Diagnostic type of evaluation helps in finding out the weaknesses of the students and helps them work
on them to improve and grow. Finding out the weaker section or areas of improvement helps to
improve their performance and score better marks in the summative assessment.

3.Later adolescent psycology

Adolescence is often characterized as a period of transformation, primarily, in terms of physical,
cognitive, and social-relational change. Adolescence is a developmental stage that has been defined as
starting with puberty and ending with the transition to adulthood (approximately ages 10–20).

The developmental changes that typically occur in adolescence have been documented extensively in
literature that is widely accessible. Importantly, each area of development is intertwined with the
other–physical, social, emotional and cognitive development–along with sociocultural and
environmental influences and experiences. A summary of some of the key developmental aspects of
adolescence and the nature of these changes follows.

Physical development

In early adolescence, the body undergoes more developmental change than at any other time, apart
from birth to two years old. The rate of growth is rapid and uneven, with a different pace and rate of
change for each individual. Physical changes include increases in height, weight, and internal organ size
as well as changes in skeletal and muscular systems.

Puberty occurs in early adolescence, triggered by the release of hormones which lead to the
development of primary sex characteristics (genitalia) and secondary sex characteristics (eg breast
development in girls; facial hair in boys). The increased hormone production affects skeletal growth, hair
production, and skin changes.

Physical changes are visible to all and highlight the range and pace of change. This sometimes leads to
adolescents feeling more or less mature than others. Physical development growth spurts occur about
two years earlier in girls than boys.

Social development

Adolescent social development is often described as the process of establishing a sense of identity and
establishing a role and purpose. It is an outwards sense of oneself. Body image is a key factor in
developing a sense of self and identity, especially for girls, and the family and increasingly peers play an
important role assisting and supporting the adolescent to achieve adult roles. Risk-taking is a natural
part of the adolescent journey. Social development and emotional development are closely intertwined
as young people search for a sense of self and personal identity.

Emotional development

The way a person thinks and feels about themselves and others, their inward thoughts, is key to their
emotional development. Developing and demonstrating individual emotional assets such as resilience,
self esteem and coping skills is heightened during adolescence because of the rapid changes being
experienced. Schools are important sites for social and emotional learning and have developed policies
and programs around student wellness, often with a focus on a strengths-based approach.

Cognitive development
Cognition is the process involving thought, rationale and perception. The physical changes of the brain
that occur during adolescence follow typical patterns of cognitive development. They are characterised
by the development of higher-level cognitive functioning that aligns with the changes in brain structure
and function, particularly in the prefrontal cortex region.

The structural and functional brain changes affect the opportunity for increased memory and
processing. They may also contribute to vulnerability, such as risk taking and increased sensitivity to
mental illness.

In recent years data from developmental neuroimaging has enabled greater understanding of the
changes that occur in the human brain during adolescence. This data points towards a second window
of opportunity in brain development. Adolescence is a sensitive brain period, that is a time when brain
plasticity is heightened. During this time, there is an opportunity for learning and cognitive growth as
the brain adapts in structure and function in response to experiences.

4.Integrating ICT in teaching:

Integrating ICT (information and communication technology) into teaching can improve the teaching and
learning experience for students and teachers. Here are some ways to do this:

 Use technology to create engaging lessons: Teachers can use technology to make lessons more
interactive and engaging, and to cater to different learning styles.
 Use ICT to explain difficult concepts: ICT can help students understand difficult concepts more
easily.
 Develop effective strategies: Teachers can develop strategies for finding appropriate digital
content, and for resolving technical issues.
 Follow guidelines: Teachers can follow guidelines for e-safety and data protection.
 Evaluate digital content: Teachers can evaluate the effectiveness and appropriateness of digital
content, tools, and platforms.
 Use technology for administration: Teachers can use technology for administrative tasks.
 Consider both technological and pedagogical components: Teachers should consider both
technological and pedagogical components when using ICT in the classroom.
 Develop ICT skills: Teachers should feel confident about using ICT.

Ways for effective presentation:

 Creating Effective Powerpoint Slides

 Plan: Look at the Big Picture
 Create Slides
 Keep It Simple and Clear
 Design Principles
 Oral Presentation
 Have a Back Up Plan
A good PowerPoint slideshow complements your presentation by highlighting your key message,
providing structure, and illustrating important details.

While it is not difficult to create a good PowerPoint presentation, it is very easy to create a bad one. Bad
PowerPoint presentations may have one or more of the following characteristics: too much specialized
detail, too many slides, too many colours, unnecessary images or effects, small text, unreadable figures,
and/or unclear slide order.

The strategies below can help you to create effective presentations and to save your audience from
“death by PowerPoint.”

Plan: Look at the Big Picture

Plan: Plan your talk first (see Academic Skills Oral Presentations) and then plan your PowerPoint to
accompany your argument and evidence.

Audience: Who is in your audience and what do they know about the material? What do you want them
to learn? Consider your overall argument and evidence that you want to present.

Purpose: Define the goals, topic and appropriate depth and scope of information.

Presentation Length: Know the time available for your presentation. Be realistic about how much
material you can cover as it is important that you keep within your time limit. Follow the general rule of
thumb: You need about one slide per minute.

Creating Slides

You are now ready to create individual slides. If you have never used PowerPoint before, you can find
hundreds of good tutorials online. Find one that works for you.

The classic PowerPoint error is to write sentences on a slide and read them. Rather than treating your
slides as a script for your presentation, let the content on your slides support your message. Remember:
LESS IS MORE.Keep It Simple and Clear

Text

 Where possible, include a heading for each slide

 Use bulleted points and avoid long sentences (it is often suggested that you include no more
than 6 lines per slide or 6 words per line)
 Font size: 30 - 48 point for titles, 24 - 28 for text
 Avoid all capital letters
 Proofread carefully for spelling and grammar
 Figures and Images
 Ensure images are clear and relevant
 Label all figures and tables
 Put units beside numbers on graphs and charts
  General Design Principles
 Embrace empty space
 Use vertical and horizontal guide markers to consistently align elements
 Avoid too many colours, clutter or fancy visual effects
 Use high contrast to ensure visibility: e.g. Black text on white background or black on light blue
 Maintain consistency of the same elements on a slide (colours, fonts, styles, placement etc.), as
well as, between slides in the slide deck
 Use animation sparingly, if at all. If you use transitions, use the same kind each time
 Edit entire slide deck to ensure organization is logical and design is consistent

Oral Presentation

Even with the best of PowerPoints, good presentations require practice and refinement Rehearse,
rehearse, rehearse! Listen for awkward or unclear wording and make edits as needed. Keep an eye on
time limits. Practice presenting alone, but also for friends.

Advance the slide when you reach that point in the presentation. Do not stand in front of the screen or
talk to it. Face the audience at all times.

Try to test your presentation in the room before your talk; you may need to adjust the colours or font
size for the room and equipment. For further information, see How to Prepare and Deliver an Oral
Presentation.

Have a Back-Up Plan

Remember that PowerPoint may look great, but technical failures do happen. Mentally prepare for any
eventuality. Make sure to save the presentation several ways: save on a USB stick and email it to
yourself. Print out the slides to have a paper version in case of equipment failure and practice giving
your presentation without your slides.