TEACHING APPROACHES/STRATEGIES

• “A progressively monitored, step-by- step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”

PROGRAMMED INSTRUCTION

• Practical application of the behaviourist approach.

• Why? Behaviourism believes that learning is a sequenced activity/ process.

• Also called Programmed learning.

PROGRAMMED INSTRUCTION

• Students can learn a wide range of things with small steps that require a response.

• Machine-like learning.

PROGRAMMED INSTRUCTION

Advantages for teachers

It could increase the learner autonomy.

Different levels in the same class- Problem- Not any more.

PROGRAMMED INSTRUCTION

Advantages for learners

Too fast students – penalized.

Too slow- poorly taught.

PROGRAMMED INSTRUCTION

INQUIRY APPROACHWhat is Inquiry Learning?

• Inquiry-based learning is a constructivist approach, in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea.

• It involves asking questions, gathering and analyzing information, generating solutions, making decisions, justifying conclusions and taking action

• Inquiry learning provides students with opportunities to build knowledge, abilities, and inquiring habits of mind that lead to deeper understanding of their world and human experience.The inquiry process focuses on the development of compelling questions, formulated by teachers and students, to motivate and guide inquiries into topics, problems, and issues related to curriculum content and outcomes.

INQUIRY APPROACHWhy Use the Inquiry Method?

• Inquiry-based learning approaches when correctly implemented can help develop higher-order, information literacy and critical thinking skills.

(observation, reasoning, analyzing, critical thinking).• They can also develop problem-solving abilities and

develop skills for lifelong learning• Creative thinking and curiosity is stimulated.• Student motivation and self-esteem increases with

the control over their learning.• Students learn how to learn.• Learning becomes fun.

INQUIRY APPROACH• 4. Teachers Role The teachers role in inquiry-based

learning is one of Guide on the side rather than Sage on the stage". The teacher scaffolds learning for students, gradually removing the scaffolding as students develop their skills.

INQUIRY APPROACH• 5. Characteristics of inquiry- learning• a. Inquiry learning emphasizes constructivist ideas of

learning. Knowledge is built in a step-wise fashion. Learning proceeds best in group situations.

• b. The teacher does not begin with a statement, but with a question. Posing teaching questions for students to solve is a more effective method of instruction in many areas. This allows the students to search for information and learn on their own with the teachers guidance.

INQUIRY APPROACH• Characteristics of inquiry- learning• c. The topic, problem to be studied, and methods

used to answer this problem are determined by the student and not the.

• d. The above comments represent a classroom that is fully committed to inquiry, to the greatest extent possible. However, it is not necessary to take an all- or-nothing approach to inquiry-based methods.

INQUIRY APPROACH• Benefits for Student Learning• Leads to deeper

understanding rather than passively receiving knowledge• Allows students to become active learners• Introduces different perspectives and conflicting ideas that will challenge thinking• Allows for knowledge and skills to be applied• Encourages students to take ownership for their learning (Adapted from Kuhlthau & Todd, 2008, p. 1)

INQUIRY APPROACH• Levels of Inquiry• Controlled. In a controlled inquiry, the teacher

chooses the topic and identifies materials that students will use to address their questions. Students are often involved with specific exercises and activities to meet particular learning outcomes such as retelling stories, evaluating sources, or comparing approaches. Students often have a specific product such as a Venn diagram, paragraph, or poster.

INQUIRY APPROACH• Levels of Inquiry• Guided. In a guided inquiry, student have more

flexibility in their resources and activities however they are expected to create a prescribed final product such as a report or presentation.

INQUIRY APPROACH• Levels of Inquiry• • Modeled. In a modeled inquiry, students act as

apprentice classroom teacher. The student has flexibility in terms of topic selection, process, and product. The educators and students work side-by-side engaging in meaningful work.

INQUIRY APPROACH• Levels of Inquiry• • Free. In a free inquiry, students work independently.

They explore meaningful questions, examine multiple perspectives, draw conclusions, and choose their own approach for presenting their learning.

INQUIRY APPROACH• The Importance of Questioning• It is not only

important to be able to “do”, but to think about the “why” and the “how” and the “what”.• When we ask good questions, we invite our students to think, to understand, and to share a journey with their classmates and teachers alike.• Students are no longer passive receivers of information when asked questions that challenge their understandings and convictions about mathematics. They become active and engaged in the construction of their own mathematical understanding and knowledge

INQUIRY APPROACH• • Instead of giving the information to the students, is

there a way of teaching them a concept by leading them to the answer on their own?• Example – square root sign The meaning, purpose, and computation of square roots are learnings that should be discovered through the students’ investigation of patterns, relationships, abstractions, and generalizations. Opportunities must be provided for students to explain, apply, and transfer understanding to new situations.

PANEL DISCUSSION

• ORIGIN– Panel discussion technique was

originated by Harry . A. Overstreet in 1929

PANEL DISCUSSION

• definition: PANEL DISCUSSION– It is a discussion in which few

persons ( the panel) carry on conversation in front of the audience.

– At the end of the discussion audience also participates.

– The audience put important questions and the experts answers them and clarify the points

PANEL DISCUSSION

• purpose– Purpose of the panel discussion is

to reproduce the features of a small discussion group for the benefit of a larger group

PANEL DISCUSSION

• 7. TYPES OF PANEL DISCUSSIONS– 1. public panel discussions– 2. educational panel discussions

PANEL DISCUSSION

• 8. PUBLIC PANEL DISCUSSIONS– These are organized for common

men problems.

PANEL DISCUSSION

• EDUCATIONAL PANEL DISCUSSIONS– Used in educational institutions to

provide factual & conceptual knowledge and clarification of certain theories and principles.

– Some times these are organized to find out the solutions of certain problems

PANEL DISCUSSION

• 12. Types of members in panel discussion– Instructor– Moderator– Panelists– Audience

PANEL DISCUSSION

• 13. 1.INSTRUCTOR– Plays most important role in panel

discussion– Plans how , where , when panel

discussion will be organized– Prepares the schedule for panel

discussion– Sometimes rehearsal is also

planned

PANEL DISCUSSION

• 2. MODERATOR– Keeps the discussion on the theme

and encourages interaction among members.

– Summarizes & highlights the points.

– Should have mastery on the theme or problem of the discussion.

PANEL DISCUSSION

• 3.PANELISTS– There are 4 – 10 panelists in the

discussion– Members sits in a semi circle shape

in front of the audience– The moderator sits in the middle of

the panelists– All panelists must have mastery of

the subject matter.

PANEL DISCUSSION

• 4. AUDIENCE– Audience are allowed to put

question and seek clarification.– They can present their point of

view and their experiences regarding the theme.

– The panelists answers– In some situations moderator also

tries to answer the questions.

PANEL DISCUSSION• Characteristics of panel discussion

– Used in university & college level to organize teaching at reflective level

– Develops the ability of problem solving– Helps to understand nature, problem or

theme of discussion– Develops ability of presentation of theme

and giving their point of view logically.– Develops right type of attitude and ability to

tolerate anti- ideas of others– Helps in creative thinking– Develops manners of putting Qn.s &

answering them

PANEL DISCUSSION• Advantages of panel discussion

– Encourages social learning– Higher cognitive and affective

objectives are achieved– Used to develop ability of problem

solving and logical thinking– Develops capacity to respect others

ideas and feelings & ability to tolerate.

– It provides opportunities of assimilation of theme and content.

PANEL DISCUSSION

• Limitations of panel discussion– There are chances to deviate from

the theme of discussion– some members may dominate– There is possibility to split the

group in to two subgroups ( for & against)

– If panelist belong to different groups, it may not create appropriate learning situation

PANEL DISCUSSION• How to organize effective panel

discussions– There should be a rehearsal before actual

panel discussions– The moderator should be a matured person

and should have the full understanding of theme / problem & should have full control over the situation.

– The seating arrangement should be such that every one should be of equal distance & should observe each other.

– Moderator should encourage constructive discussion among panelists and audience

ROUND TABLE DISCUSSION

• ROUND TABLE• In the roundtable cooperative learning model1, each

team member writes one answer on a piece of paper that is passed around a table. Roundtable is highly effective with creative writing and brainstorming activities. This structure encourages responsibility for the group and team building.

ROUND TABLE DISCUSSION• ROUNDTABLE DISCUSSION

DIRECTION– The person who is the leader for

question #1 reads the question aloud.

– The leader asks the group for ideas. – Everyone else in the group shares

ideas, and the leader takes notes as needed.

– The leader makes sure that everyone contributes.

– When everyone has shared ideas, rotate to the next leader and the next question.

•  

ROUND TABLE DISCUSSION

ROUND TABLE DISCUSSION

ROUND TABLE DISCUSSION

ROUND TABLE DISCUSSION

ROUND TABLE DISCUSSION

• A series of speeches is given by as many speakers as there are aspects of a problem or issue.

SYMPOSIUM FORUM

• Problems in Using the Forum• The biggest danger in this teaching approach is failure to

find an attractive subject. Sometimes a subject may be of interest to the speakers who live with its implications day by day but of little concern to the audience. If so, when time for questions is offered, everyone will sit silently looking at the chairman. Such an experience is embarrassing to the speakers, and deadly in terms of creating a vital learning experience. In thinking about using a forum for your class, make sure they all agree that the subject matter for discussion is relevant and meaningful to them.

SYMPOSIUM FORUM

SYMPOSIUM FORUM

• Debate can be used in any classroom. It can be as detailed and formal as the Lincoln-Douglass structure used by debate teams, or as simple and informal as pairing students to research and discuss the pros and cons of an issue

DEBATE FORUM

• Debate can be used in any classroom. It can be as detailed and formal as the Lincoln-Douglass structure used by debate teams, or as simple and informal as pairing students to research and discuss the pros and cons of an issue

DEBATE FORUM

WORKSHOP

• Thematic teaching starts with the identification of a THEME the underlying concept that allows for the structure and organization of specific content across disciplines.

• The THEME is the topic of interest that provides the core for group activities.

• It helps learners see meaningful connections across disciplines or learning areas (SUBJECTS).

• More importantly, THEMES provide relevance for the learners by drawing together concepts under one umbrella.

THEMATIC TEACHING

THEMATIC TEACHING

THEMATIC TEACHING

THEMATIC TEACHING

THEMATIC TEACHING