EFFECTIVE TEACHING AND LEARNING PROCESS TRIAD OF TEACHING

  • Slides: 16
Download presentation
EFFECTIVE TEACHING AND LEARNING PROCESS

EFFECTIVE TEACHING AND LEARNING PROCESS

TRIAD OF TEACHING STUDENTS TEACHING, LEAR NING PROCESS TEACHER MEDIA, METHODS

TRIAD OF TEACHING STUDENTS TEACHING, LEAR NING PROCESS TEACHER MEDIA, METHODS

Domains of Learning Ø Cognitive domain, dealing with thinking processes Ø Psychomotor Domain, dealing

Domains of Learning Ø Cognitive domain, dealing with thinking processes Ø Psychomotor Domain, dealing with skills of doing things Ø Affective Domain, dealing with interests, attitudes, emotions etc.

Cognitive domain v. Knowledge v. Comprehension v. Application v. Analysis v. Synthesis v. Evaluation

Cognitive domain v. Knowledge v. Comprehension v. Application v. Analysis v. Synthesis v. Evaluation Remember, Understand Apply.

Psychomotor Domain Ø Cognitive phase (Imitation) Ø Fixation phase (Precision and manipulation) Ø Autonomous

Psychomotor Domain Ø Cognitive phase (Imitation) Ø Fixation phase (Precision and manipulation) Ø Autonomous phase (Naturalization and Articulation) This is known as Dave’s Taxonomy.

Affective Domain v. Receiving (passively attending to stimulii) v. Responding (Reacting to stimulii) v.

Affective Domain v. Receiving (passively attending to stimulii) v. Responding (Reacting to stimulii) v. Valuing (Displays behaviour without directions) v. Organizing (Commitment to values) v. Characterizing (Values Internalized)

Instructional Objectives Ø Written in the form of student performance Ø Criteria of performance

Instructional Objectives Ø Written in the form of student performance Ø Criteria of performance Ø Uses verbs that can be assessed Objectives are not for the teacher activity but what the students will do after instruction. Various levels of objectives can be written in terms of levels of the taxonomy.

Instructional Methods v. Lectures v. Improved, participative and mediated Lecture v. Demonstration v. Group

Instructional Methods v. Lectures v. Improved, participative and mediated Lecture v. Demonstration v. Group Discussion v. Case study v. Tutorial v. Field visit

Instructional Methods v. Simulations and Games v. Industrial Visit v. Project Method v. CAL

Instructional Methods v. Simulations and Games v. Industrial Visit v. Project Method v. CAL / CBT v. Self Learning v. On-line Learning v. Role Play

Instructional Media Ø Chalk Board Ø OHP Transparencies Ø Models and Charts Ø Power

Instructional Media Ø Chalk Board Ø OHP Transparencies Ø Models and Charts Ø Power Point Presentations Ø Computer Software Ø Self-Learning Modules

Students Four General Philosophies of Human Nature Ø Inherently evil nature, education designed to

Students Four General Philosophies of Human Nature Ø Inherently evil nature, education designed to keep dangerous instincts under control Ø Hedonism, making learning a pleasurable experience Ø Curious nature, discovery learning Ø Blank-slate, can be controlled and motivated to learn.

Students v. Individual differences v. Purpose of Learning v. Learning style v. Design of

Students v. Individual differences v. Purpose of Learning v. Learning style v. Design of Learning Experiences v. Motivation v. Individual Attention v. Participative Learning

Teachers Ø Key elements in the teaching-learning process Ø Change design according to content

Teachers Ø Key elements in the teaching-learning process Ø Change design according to content and Objectives (Exercise to identify good teacher characteristics)

Evaluation v. Student Evaluation v. Measurement and Evaluation v. Assessment Tools v. Different for

Evaluation v. Student Evaluation v. Measurement and Evaluation v. Assessment Tools v. Different for different Domain Objectives v. Weak link in the system v. Continuous and terminal Assessments

Finale Ø Instructional styles Ø Innovations in Teaching Ø Improve Subject knowledge, practical aspects

Finale Ø Instructional styles Ø Innovations in Teaching Ø Improve Subject knowledge, practical aspects Ø Improve Communication Skills Ø Different methods of presentation Ø Creating interest and motivation Ø Pay more attention to domains other than cognitive