Book_4__Planning_For_Instructions.pptx
- 2. EFFECTIVE LEARNING DEPENDS ON THE TEACHERS ABILITY TO MAINTAIN THE INTEREST
- 3. MOTIVATION IS THE KEY FACTOR IN STUDENTS SUCCESS
- 4. CURRICULUM METHODS: Teachers play a key role in students’ lives, so encouraging them to excel is our goal. 1. Be enthusiastic about your subject: 2. Create a pleasant, relaxed and enjoyable environment: A friendly environment + (memorize names), Praise 3. Use achievable and relevant materials- inclusive to reach all the students’ abilities. 4. Have high but attainable expectations for your students: Positive Feedback is must 5. Help students set achievable goals for themselves: Failure of goals can frustrate kids, and can often loose motivation, so encouraging them
- 5. CURRICULUM METHODS: 6. Vary teaching methods: Teachers have to be creative and flexible, simply notes will bore the class, vary the assignments. (presentations, hands on, writing excercises, etc.)
- 6. CURRICULUM METHODS: 7. Make students active participants in learning: When given assignments make sure students are having fun, and make them brainstorm, role playing, debates, demonstrations, etc. (this way they will be involved.) 8. Give students a sense of control and responsibility: 9. Work from students’ strengths and interests: 10. Be caring and supportive: If you are caring towards your students they will respect your values and opinions. Developing a trust is important for a student teacher realtiomship.
- 7. CURRICULUM METHODS: 11. Strengthen students’ self- confidence: 12. Be specific when giving negative feedback: Negative feedback is a powerful toll when used correctly. If not this can lead to a negative and harmful environment.
- 8. TEACHING METHODS: A teaching method comprises the principles and methods used by teachers to enable student learning. These reasoning and originality enhance creativity. In Teacher- Centred Approach to Learning, teacher are the main authority in the vehicle, and students are viewed as “empty vessels”, who receive information passively. In Student- Centred Approach to Learning, teachers and students are both authority figures, who play equal roles. Common teaching methods include class participation, demonstration, recitation, memorization, etc.
- 9. METHODS OF INSTRUCTIONS: Lecturing: Students play a passive role, so it is important to engage them. Demonstrating: Process of teaching through example or hands on experiments. May be used to prove a fact through evidence. This helps improve memorization skills. Collaborating: Allows students to actively participate in the learning process by talking with each other and listening to other views. This makes them open- minded. Classroom Discussion:
- 10. METHODS OF INSTRUCTIONS: Classroom Discussion It is a type of collaborative method It gives them a opportunity to interact and put forth their views It enhances childs understanding, build confidence and broaden student perspective Debriefing It involves conversation, sharing after specific event has taken place. It considers experiences and facilitates reflection and feedback It helps them to transform
- 11. METHODS OF INSTRUCTIONS: Classroom Action Research It is a method to check what works best in your own classroom so you can improve student learning. It is important to know their own strengths and weaknesses.
- 12. EVOLUTION OF TEACHING METHODS Ancient education Medieval education 19th century – Compulsory education 20th century- New method that involve radio, t.v, internet etc
- 13. DIFFERENT TEACHING METHODS Cognitive development method Affective development method Psychomotor development method
- 14. DIFFERENT TEACHING METHODS Discussion Questioning/Socratic Team teaching method Talk chalk method/Recitation method Field trip/Escortion Modelling Simulation Dramatic Role playing Congitive method: Develop intellect Affective method: change in Interest/attitudes
- 15. PSYCHO MOTOR DEVELOPMENT- ACTIVITY BASED Inquiry Discovery Demonstration Experimenting Dalton plan Project method
- 16. WHEEL OF INSTRUCTIONAL CHOICE- METHODS Discussion methods Questioning- (Arouse interest and curiosity, get attention, channelise thinking) Role Playing Games and Simulation method Demonstration method Inquiry/Discovery method (Structured/Open discovery)
- 17. TYPES OF QUESTIONS Factual- yes or no Convergent-Only one right response Divergent- Deals with opinions, many answers Evaluative- Limited to number of choices, Students have to make judgements Combination: Spotting similarities and differences
- 18. CRITERIA FOR SELECTING TEACHING METHODS Subject matter- Content of subject determines the method Instructional objectives- What teacher intends to achieve at the end of a lesson Learner- Teacher has to know the learners previous knowledge, age, ability etc Teacher- She should be familiar using different methods Time: Duration of lectures in time table Instructional materials: Eg- for biology we need a good equipped biology lab Good classroom environment
- 19. STAGES- WAY FORWARD METHOD Stage 1- Be clear with the instructional objectives Stage 2: Choose teaching method that best suits your objective Stage 3: Check whether your students are comfortable with that method Stage 4: Are you also comfortable using that method Stage 5: Is your method chosen practical? Stage 6: Will you be allowed to use the method chosen Stage 7: Finally use the method chosen
- 20. BACKWARD DESIGN- RAPLH TYLER Here we set goals before we choose instructional methods and assessment. He starts to form goals, plan out assessment and then make lesson plans 3 stages: Identify the results desired Find out acceptable levels of evidence that support that desired results have occurred Design activities that will make the desired results happen
- 21. TRADITIONAL METHOD Here the list of content to be taught is created or selected
- 22. TYPES OF DESIGN Act of designing Differs from country to country Time frame to achieve goals is set by physical age It is a technology for developing learning experiences and environments that promote learning knowledge and skills by students It yields faster and deeper levels of understanding Cirriculum design Instructional Design
- 24. ASSESSMENT STAGE- WHERE APPROACH W- Students should know where they are headiing, why they are heading, where they may go wrong, what is required then? H- Hooking them on topic of study E- Explore and experience ideas to understand the outcome R- Provide opportunities to students to Rehearse, Revise and Refine E- student evaluation
- 25. MODEL OF INSTRUCTIONAL DESIGN ADDIE model of design Dick and Carry model of design Kemp instructional design model
- 26. ADDIE A- Analyse- those who make this develops an understanding of desired outcomes, learner knowledge and skills D- Design –documents learning outcomes, assessment tools, content D- Develop- Creates learning material I- Implement- Materials that are created and distributed to the learners E- Evaluate- Learning materials are assessed and documented
- 27. DICK AND CAREY MODEL- SYSTEM APPROACH MODEL It is made of 9 stages. It focuses on interrelationship between context, content, learning and instruction and addresses instruction as entire system All these 9 components work together
- 28. DICK AND CAREY MODEL- SYSTEM APPROACH MODEL Identify instructional goal Conduct instructional analysis Identify entry behaviors and learner characteristics Write performance objectives Develop assessment instruments Develop instructional strategy Develop and select instructional materials Design and conduct formative evaluation of instruction Design and conduct summative evaluation
- 29. KEMP INSTRUCTIONAL DESIGN MODEL It is holistic and takes into account all factors of learning environment. It mainly focuses on individual learner needs and goals and follows nine components
- 30. KEMP INSTRUCTIONAL DESIGN MODEL Identify instructional problem and specify goals for designing an instructional program Examine learner characteristics during planning Identify subject content and analyse task components State instructional objectives for the learner Sequence content with each instructional unit for logical learning Design instructional strategies so that each learner can master the objectives
- 31. KEMP INSTRUCTIONAL DESIGN MODEL Plan instructional message and delivery Develop evaluation instruments to assess objectives Select resources to support instruction and learning activities Kemp model is on smaller scale and focuses more on support and service for learners
- 32. EXE- EXPERIMENTAL EDUCATION APPROACH It says the economic way to assess quality of educational setting is to focus on : Degree of emotional well being of children, Level of involvement of adults Zone of proximal development 10 actions points for EXE Teachers Attention is paid to the interactions between teacher and children. Sensitivity is addressed Autonomy is given Attention is paid to the outcome of education, so deep level learning and transfer of knowledge is very necessary
- 33. EXE- EXPERIMENTAL EDUCATION APPROACH It also focuses on value education and prevent criminal behavior It stresses more on development of adult
- 34. DIFFERENCE BETWEEN SYLLABUS AND CIRRICULUM
- 35. WHAT IS INSTRUCTIONAL PLANNING? It means teachers make instructional plans by setting objectives and cirriculum. So cirriculum is put in practice, creating an environment that helps the children achieve the objectives
- 36. TYPES OF INSTRUCTIONAL PLANS Short term Long term
- 37. TYPES OF INSTRUCTIONAL PLANS Yearly Monthly Weekly Daily Long term Short term
- 38. HOW IS A PLAN MADE? 3 ASPECT NECESSARY Content of activities- what you hope children will experience Objectives of cirriculum content- aspects expected to be developed through activities Creation of environment
- 39. HOW ARE PLANS FORMULATED? Understanding of the child and child development Aims and cirriculum content- Aim is to nurture emotions, will and attitude. Cirriculum content is developed with intention of achieving aims Creation of an appropriate environment
- 41. 4 STEPS TO APPLY WHEN PLANNING PRE PRIMARY CIRRICULUM Conduct self evalaution Know stake holders well Design the cirriculum Establish mechanism for cirriculum review and monitoring This steps ensure that the children are provided with quality education services
- 42. SELF EVALUATION- CONDITIONS, STRENGTHS AND LIMITATIONS Institutional culture Administrative and management structure Staff management Utilisation of resources
- 43. KNOWING THE STAKE HOLDER Children and parents
- 44. DESIGNING THE CIRRICULUM Be child centred – Meet child’s developmental needs and abilities and relate to childrens experiences and interests Be comprehensive and well balanced: Cater to childs holsitic development in all areas Adopt play as a learning strategy
- 45. ESTABLISHING MECHANISMS FOR CIRRICULUM REVIEW AND MONITORING Mechanism must be establised to collect feedback from : Children Teachers Parents