teaching methodm, teach, education

8/12/2019 teaching methodm, teach, education

1/36

Teaching-Learning Processand CurriculumDevelopment


2/36

CurriculumTotal learning experienceThe description above implies that the crux of acurriculum is the different planned andunplanned activities which have been lived,acted upon or done by the learners with theguidance of the teacherTeaching and learning are actions necessary toaccomplish a goal in education


3/36


4/36

eac ng as a process n curr cu umEffective teaching is one that will bring about the intended learningoutcome

An organization of meaningful learning It is creating a situation or selecting life-like situation

to enhance learning to the traditionalist, it is imparting knowledge and

skills required to master a subject matter. Process of dispensing knowledge to an empty vessel(

mind of learner) Its showing, telling, giving instruction, making

someone understand in order to learn


5/36

TeacherPerson who teaches, controls learning,dispenser of knowledge, an ultimateauthority, a director of learning


6/36

Teaching Based on progressive and humanist education,

teaching is perceived as stimulating, directing, guidingthe learner and evaluating the learning outcomes ofteaching.

Teachers role becomes complex but has given thelearner the responsibility to learn.

A process that enables the learner to learn on his own Teacher is the Decision maker in teaching process


7/36

Teaching Process

IMPLEMENT

PLAN EVALUATE

Feedbacks and Reflection


8/36

Planning Phase includes decision like:

The needs of the learnerThe achievable goals & objectives to meet the needs

Selection of the content to be taughtMotivation to carry out the goal,Strategies most fit to carry out the goalsEvaluation process to measure learning outcome


9/36

Considerations in planningLearner Availability of materials

Time requirement of particular activityStrategy need to achieve the objectiveteacher


10/36

Implementation phaseBased on the objective, implementation meansto put into action the different activities in

order to achieve the objectives through thesubject matter.Interaction of the teacher and learner isimportant in the accomplishment of the planUse of different teaching style and strategy areincluded in this phase


11/36

Evaluation phase A match of the objective with the learning outcome will be made

Answer the question if the plans and implementationhave been successfully achieved


12/36

A continuous process of feedback and reflection ismade in this three phases of teaching

Feedback is the reflection of the feedback ;Reflection is the process embedded in teaching wherethe teacher inquires into his action and provides deepand critical thinking


13/36

Basic assumptions can be made

based on the diagram: That teaching is goal oriented with the change ofbehavior as the ultimate end

That teachers are the ones who shape actively their own

action That teaching is a rational and a reflective process That teachers by their actions can inlfuence learners to

change their own thinking or desired behavior, thusteaching is a way of changing behavior, through theintervention of the teacher


14/36

Good teaching is .......One that is well planned & where activities areinterrelated to each otherOne that provide learning experiences or situation that will ensure understanding, application and critical

thinkingBased on the theory of learningOne where the learner is stimulated to think andreason


15/36

Good teaching is .......Utilizes prior learning and its application to newsituation

Governed by democratic principlesEmbeds a sound evaluation process


16/36

Learning as a process of learning

To teach, is to makesomeone to learn...


17/36

LearningDefined as a change in an individuals behavior causedby experiences or self activity

Implies that learning can only happen through theindividuals activity or his own doingCan be intentional or unintentional


18/36

Two principal types of learningprocess

Behavioral learning theories

Cognitive learning theories


19/36

Behavior Learning TheoryEmphasizes observable behavior such as new skills,knowledge, or attitudes which can be demonstratedObservable and measurableIf the individual has changed behavior, he has learned


20/36

Cognitive Learning TheoryConcerned with human learning in whichunobservable mental processes are used to learn andremember new information or acquired skill related to concept of meaningful learning throughcognitive models


21/36

Three model of teaching anchoredon cognitive learning theory

Discovery learning of Jerome BrunerReception learning of David AusubelEvents of Learning of Robert Gagne


22/36

Discovery learning States that the individual learns from his own discovery

of the environment Learners are inherently curious, thus they can be self

motivated until they find answers to the problem

Gave rise to the emerging theory of constructivism andself-learning Learning is flexible, exploratory, and independent


23/36

Reception LearningThough learners are inherently curious, they may notbe able to know what is important or relevant and theyneed external motivation in order to learn both also emphasize that prior learning is importantin order to learn new things and because knowledgecontinuously changes once it is in the learners mind


24/36

Events of learning

(eight internal events)1. Motivation phase the learner must be motivated tolearn by expectation that learning will be rewarding

2. Apprehending phase learner stands or pay attentionif learning has to take place

3. Acquisition phase while learner is paying attention,the stage is set and the information presented

4. Retention phase newly acquired information must be

transferred from short tem to long term memory


25/36

Events of .......5. Recall phase recall previously learnedinformation;to learn to gain access to that w/c has been learned is a critical phase inlearning

6. Generalization phase transfer ofinformation to new situations allowsapplication of the learned information in the

context in w/c it was learned7. Feedback phase students must receivefeedback on their performance


26/36

Learning based on the theory of

learningDoes not take place in an empty vessel A social process where interaction with other learnersand the teachers are neededResult of individual experiences and self activityBoth observable and measurable


27/36

Learning based....Takes place when all the senses are utilized Will be enhanced when the learned is stimulated,directed, guided and feedback is immediately given

Each learner has its own learning style


28/36

Teaching and Learning Go together

One cannot succeed with the support or success of theother

Teaching style of the teacher should jibe with thelearners learning styles.

Learner is the center of teaching Knowledge of the learner and his learning style should

be considered Learners become complex individuals capable of

learning on their own, the repertoire of teachingshould also increase


29/36

Teaching & Learning......Teaching is the cause

And

Learning is the effect


30/36

Learning in Teaching And

Teaching for Learning


31/36

Ways of Teaching & Learning Different teaching method & strategies can be clustered

according to the number of students being taught For larger group teaching, methods like lecture,

expository, panel discussion, seminar, forum,demonstration or combination of lecture-demo areappropriate

For smaller group, role playing, buzz session, workshop,process approach, discovery learning, cooperativelearning

For individualized teaching, modular instruciton, e-teaching, programmed instruction


32/36

Ways of ....... Traditional teaching method : inductive method,

deductive method, type study method, projectmethod, laboratory method, Q&A or Socratic method& lecture method

Improved teaching methods: integrative technique,discovery approach, process approach, conceptualapproach, mastery learning, programmed instruction,e-learning, simulation, case-based teaching,conceptual teaching, cooperative teaching


33/36

Ways of learning:Trial and error- related to stimulus response theory oflearningConditioning classical conditioning theory of PavlovInsight- higher level of intellegence is being utilizedObservation &imitation through modeling


34/36

Teaching & Learning in the CurriculumCrucial issue how the student shouldlearn how to learnCurriculum seems to be overloaded


35/36

Teaching & Learning give life to the curriculum Value placed in teaching will reap the same value inlearning A good curriculum can be judged by the kind ofteaching and the quality of learning derived from it


36/36

Thank you for Listening(,)

Rinalyn Gamboa MagtibayMAEM

teaching methodm, teach, education

Documents