EDN 205

7/03/2012
It was the first class we had, i came to know how each an every individuals are facing problems and indulging in it. I was inspired by his valuable talk as its making me to think as to how we have to go about in future.  Secondly we were asked to meditate to become mindfulness were it was difficult for me to concentrate on my breathing because various sound were disturbing me to concentrate on my breathing.

8/03/2012
I learned about the meaning of strategy, method, skill, approach and technique were strategy was a plan of action to teach,method and approach was a way to teach and skill and technique was an ability of an individuals. I came to know that method and approach were same  and skill and technique were same too.

12/03/2012
Today we had a group distribution,firstly sir asked the person to come out who has picked the paper and asked them to chose the members for his/her group. I was excited to know that sir was using a new method. After the group distribution we revised the previous lesson and sir elaborated on the topic.

What is an effective teacher?
An effective teacher for me is the one:
 a. who inspires their students
 b. who is expressive
 c. Who engages the students and get them to look at issues in a varieties of ways
 d. who cares their students
 e. who is master in their subject.

14/3/2012
After the group distributions we were given different topics regarding the inductive teaching. Again we were distributed into another group were every member from the home group were present,in the new formed group we got the topic on demerits and merits of inductive teaching and after the discussion we have to go back to the home group and teach our members. I am sure my members got what i said about the demerits and merits of inductive teaching strategy. The merits of inductive teaching we discussed are:

• it involves observation,inference,classification and comparison.
• it can be used at all the levels of study at varying degrees.
• it incorporates all the questioning techniques(prompting,probing and content review)
• ensures greater interactions among learners,teachers and the materials.
• motivates children to learn more 

The demerits are:

•  inductive teaching is time consuming.
• minimum content coverage
• its frustrating for different students
• all topics cannot be taught in inductive teaching.

15/3/2012
For me inductive teaching is an inquiry or discovery based learning whereby learning takes place from simple to complex,concrete to abstract and known to unknown. Here the teacher gives specific data where the students are asked to explore and generalize. The purpose of inductive teaching motivates the students to learn,it enhance participation,works as a teamwork for a goal,it makes the class entertaining and interesting,its a student centered learning  and independent thinking is developed. In concept and generalization there are four phase and they are listed below:

1. Open ended phase
2. convergent phase
3. closure phase
4. application phase

 Role of a teacher in inductive teaching motivates the students,provides guidance in regard of scaffolding,gives suggestions,encouragement,reinforcement and feedbacks, by minimizing the authority where children gets freedom but not out of the boundary.By giving opportunity(teacher talk less and let the students talk more) and making the students to present their views as well as respecting their views.

19/3/2012
After the meditation,we recapitulated the previous lesson where many discussions came up. Scaffolding means breaking the questions or anything else into simpler form by letting the students to understand instead of telling them the answers. Or digging all the possibilities answers from the students.

21/3/2012
Today we had a class on deductive teaching strategy and the class was also taught through the same way as we all wanted to have deductive teaching strategy. Deductive teaching strategy is a strategy in which generalisations are presented intially followed by application or testing of these principles where it leads the students from unknown to known,abstract to concrete or complex to simple. The purpose of DTS is to help the students with learning disablity to enhance learning. There are four phases which includes presentation of abstraction,teacher illustrate it with examples, students give examples of concepts and apply them in new situations and students re-state the concept.The advantages of deductive teaching are:
a. it consumes less time
b. It is different from rote learning
c. most of the teaching can be taught  through deductive strategy
d. this method involves all levels of questions.

The disadvantages of deductive teaching are:
a. students are not actively involved in the beginning of the lesson
b. since its a teacher centered approach,it may be challenging for the brighter students. The main role of the teacher here are the teachers need to plan and prepare the detail information,teachers dictate to the students and they provides guidance as scaffolding.

26/3/2012
It was the first group presentation done that day.The very first presenter mr. Dessang who defined the questioning strategy as "to create life long, independent learners who uses questioning as a tool to learn".Then it was followed by other members of the group.When asking questions, the characteristics of good questions are the question has to be upto students level,clear,simple,it should be logically sequenced and the question must have background knowledge. There are do's and don't's  while asking question as the questions should be relevant to the students level,knowledge.
The groups discussed on the classification of  questioning which includes the literal level(right on the paper),the inferential level(think and search),the applied level(on your own),thinking time,no hands questioning,basket ball questioning,conscripts and volunteers,phone a friend,hot seating,preview and many more. 
There are three types of questioning strategy and they are: 
 

1.Socratic question
Socrates the greatest educator taught through questioning his students. He used six different to draw answer from his students such as  conceptual clarification question where the students are made to think about what they are asking,probing assumptions where they are made to think about the presupposition  and unquestioned beliefs,probing rationale, reasons and evidences,questioning viewpoints and perspectives probe implications and consequences and questioning about the questions.  

2. Bloom's taxonomy 
Benjamin Blooms focuses on the six levels of questioning and they are:
1. Remembering
2. Understanding
3. Applying
4. Analysing
5. Evaluating
6. creating

3. Kipling Questions

which is based on 5 wives and one husband. The 5 Ws are what, why, when, where who and  how.

4/4/2012

For this class sir has provided us with the hand outs to read for the session. The class was very interesting because sir used a new ways to make us learn. We were asked to sit in a circle so that sir could see and ask the questions. Ever body got questions and every body has to answer whether it was right or wrong.The question was from the Project Strategy of teaching. 
As said by Callahan and Clark,"a project strategy is an activity,individual or group,involving the investigation and solution of problems,planned and carried out to conclusion under the guidance of the teacher".
The features of a project method are:

1.      It extends beyond classroom teaching.

2.      The method is carried out in natural setting or real life situations.

3.      This method involves investigation and solution to practical problems.

4.      It demands and ensures active participation from the students.

5.      Involves effective interaction between the student and the social environment.

6.      Creates an opportunity to acquire or practice social skills.

7.      Enables the students to study functional aspects of the subjects learnt.

8.      The teacher acts as a facilitator or a guide and thus promotes independent learning.

Principles are:

1.Principle of utility

2.Principle of readiness

3.Principle of learning by doing

4.Principle of freedom at work

5.Principle of socialization

There are four types of projest work and they are (a)Produce type,(b)Consumer type, (c)Investigation type and(d)Drill type from which (a) and (c) are generally assigned to students.

The investigation type passes through the following stages :

 1.Classroom Planning

  i. Providing a set of tasks/problems for study

 ii.Selecting a task/problem for study

 iii. Formulation of hypothesis (for problems undertaken)

iv. Planning/designing methods to investigate

 2.Execution

 i.Collection of data

ii.Organizing and interpreting data

iii. Review

3.Conclusion

 i.reporting and incorporating additions/deletions

ii.Evaluation

There are steps to plan a project work which are:

How to select topics?

i.                    The topic should be related to the syllabus content.

ii.                  The topic should be appropriate to the class level.

iii.                The information on the topic should be available in the school and the community.

iv.                Students should be given a range of specific topics to choose from.

v.                  The topic should enhance the application of the concept learnt in the classroom.

What is the format for the project work write up?

 i.             Title 

ii.                  Table of contents 

iii.                Introduction 

iv.                Method    

v.                 Conclusion. .

           vi.                 Acknowledgment

          vii.                 References

 How to collect information?

i.                    know what information to collect

ii.                  identify possible sources of information

iii.                develop some questions to collect the information

iv.                plan field visits if any

v.                  keep notes of observations, interviews, readings

vi.                collect samples

vii.              make sketches, tables, graphs and diagrams related to the topic.

How to compile information for presentation?

i.                    sort out and select the important information

ii.                  put the information order

iii.                use the information for writing the project work

DOs

i.                    The project work should be written on a fullscap paper in the students’ own handwriting.

ii.                  The project work should be written in students’ own words and not copied directly from the books except for quotes.

iii.                Necessary illustrations should be drawn or sketched with pencil.

iv.                The students can use simple colours.

DON’Ts

i.                    Use of pictures cut from books and magazines available in schools and photocopying should not be allowed.

ii.                  Students should not do unnecessary decorations of their project work using sketch and marker pens.

iii.                Students should not decorate the cover page using glossy and colour paper.

iv.                Students should not use folders and folders to enclose the project work.

Lengths of the project work

       Class VI         -     150 to 300 words

       Class VII        -     250 to 400 words

       Class VIII       -     350 to 600 words

       Class IX          -    700 to  1000 words

       Class X           -    1000 to 1500 words

 Lengths of the project work

      

       Class VI               -           150      to         300 words

       Class VII              -           250      to         400 words

       Class VIII             -           350      to         600 words

       Class IX               -           700      to         1000 words

       Class X                 -           1000    to         1500 words

How do you assess a project work?

Criteria for assessing: 

1. Content

2.Presentation

16/4/2012 
As soon as sir came inside the class,he asked us,"do you know how to make paper boat"? most of us said that we do not know so sir started showing us how to make it step by step and leading to make us know what really is meant by demonstration strategy.
Demonstration strategy is a methods that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know.

Purpose
1.Demonstration  strategy allows learners to view a real or lifelike example of a skill or a procedure to be    learned
2.Demonstration strategy allows the student to demonstrate mastery of a skills or procedure learned.
3.To stimulate interest in a particular topic
4.To illustrate points efficiently
5.To provide a change of pace
6.Lack of equipment
7.Time constraint
8.Risky experiments

Procedures

Carefully plan the demonstration.

Practice the demonstration.

Develop an outline to guide the demonstration.

Make sure everyone can see the demonstration.

Introduce the demonstration to focus attention.

Ask and encourage questioning.

Plan a follow up to the demonstration.

 Advantages
            a.Seeing before doing: Benefit from seeing before having to do.

b.Task guidance: Can be guided step by step.

c.Economy of supplies: Less supplies needed because not everyone needs to handle material.

d.Safety: Allows teacher to control potentially dangerous materials or machinery instead of students.

 Disadvantages

a.Not hands-on: Not a direct hands on experience for student unless being lead step by step.

b.Limited view: Students may not have an equal view of demonstration, so some may miss an aspect of the demonstration.

            c.Pacing issue: Not all students will be able to follow single paced demonstration.
  
 25/4/2012

Activity Based learning is the form of teaching where the learner is actively engaged in a task and  focuses is on making the abstract concrete and on learning by doing.  And it can be teacher-driven - with direction from an instructor - or learner-driven with the learner having freedom to explore. 

Principles of Activity Based learning

1. Encourages Contacts Between Students and Faculty.
2.  Develops Reciprocity and Cooperation Among Students.
3. Practice Uses Active Learning Techniques.
4. Gives Prompt Feedback.
5.  Emphasizes Time on Task.
6. Communicates High Expectations.
7. Respects Diverse Talents and Ways of Learning

Three kinds of learning activity

1)   Absorb-type

- it includes presentations, demonstrations, stories, and field trips

  2)  Do-type

-include practice, discovery, and playing games

-allows the learner to practice what they’ve learned

-learner is able to actively seek, select, and create knowledge 

 3) Connect-type

-provide a way to link learning to life, work and future learning  and lets the learner put what they’ve learned to use.

Criteria for organizing activities

1.   Should be relevant
2. Time bound
3. Should contain meaning
4.  Involves real world experiences
5.  Involves skills (listening, speaking, writing, etc….)
6. Engage cognitive progress. (selecting, classifying, ordering and reasoning) 
7.  Have particular out come.

Procedural steps

1. Planning
2. Instructions
3. Monitoring
4. Evaluating

Roles of teachers are to;

• Plan and prepare in advance.
• Give instruction.
• Facilitate.
• Debrief
• Clarify learner’s doubts.
• Set up routines and expectations for learning.
• Monitor the results using appropriate assessment strategies and recording devices, e.g., checklists, rubrics etc.
• Choose activities that are relevant and stimulating for students.
• Provide opportunities for students to present to an appropriate audience. Observe group dynamics and co-operation.
• Support and encourage students

16th/5/2012
Role play
Founder of role play is Jacob L. Moreno
Role play is fun and motivating and quieter students get the chance to express themselves in a more forth right way.Her the world of the class room is broadened to include the outside world.

Purpose of role play

• To stimulate interest among the students 
• For long term retention
• For cognitive learning method
• It enhances active participation and decision making
• For exchange of knowledge.

Merits of role play

• Students interest in the topic is raised
• Active participation
• long term retention
• Enhances communication and interpersonal skills
• It teaches empathy and understanding of different perpectives
• It develops confidence and self efficacy

Demerits

• It may awaken previously subdued or suppressed emotionss
• Less effective in large group
• Embarrassment for some students
• It is time consuming 

Procedures

• Prepare a class
• giving instruction
• act out the role
• disscussion

Principles

• Match the role play to the target
• Choose the techniques with care
• Ask leading questions and let them talk
• Monitor your non verbals
• Preparation
• Playing  

30th/5/2012

Field Trip Strategy
Is a visit to a place outside the regular classroom designed to achieve certain objectives which cannot be achieved as well by using other means.

Features

• Facilitates the learning of abstract concepts
• Motivate students through increased interest and curiosity
• Increase student-student and student-teacher social interaction
• Develops social awareness          

b   Purpose

             It enhance the curriculum
             Renewal
             Give experimental learning experience
             Involvement in real world experience

     Types of Field  Trip
            Instructional trips
            School contests or festival
            Motivational trips

    Steps Involved
          Trip selection
          Logistic planning
          Field trip preparation
          The field trip
          Post field trip
          Evaluation

    Advantages
          Real world world experience
          Increase in quality of education
          Improvements of the social relations

    Disadvantages
          Time constraints
           Lack of support from the school administrations
           Medical risk

   

     Individualized instruction strategy

      Classroom practices of teaching which recognizes the uniqueness of each student learner and thus provides for adequate tutorial, guide and other support services suited to bring about development in the person

       

        Purpose of Individualized instruction strategy

             To enhance and develop listening habit

              Enables the teachers to explain a lesson or demonstrate a technique to small groups of students at time 

              Individualizing instruction allows each student to progress through the curriculum at his or her own pace

               Long term retentions they note down what they usually understand

                Importance is given as individual not as group or class 

               Careful use of teaching aids is encouraged  

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      Principles of Individualized instruction strategy

              Clarify key concept and generation

              Use assessment as a teaching tool to extend various merely measure instruction 

               Emphasis critical and creative thinking

               Engaging all learners is essential

               Provide balance between teacher-assigned and student assigned task 

            

       Requirement of Individualized instruction strategy

               Each student learn differently

               It meets the unique educational needs of the children

              Teaching requires differentiated and individualized instruction 

 

        Procedure for Individualized instruction strategy

                 1) Content

                      it  includes the knowledge, skills and the attitude we want children to learn

                      Must have the tasks and the objectives to achieve the learning goals

                      Teacher must focused on the principle and the skills

                2) Process- in include varying learning activities to provide appropriate method for the students to       explore concept

              3) Product

                   Initial and on- going assessment of student’s readiness and growth are essential

                   Students are active and responsible

                   Varying expectation and requirement for the student’s responses 

 

         Advantages of Individualized instruction strategy 

                                   Meeting needs and interest of diverse learners    

                                  Help student’s background knowledge, language, readiness and preferences in learning, interests and to react responsively  

                                    Maximizes each students growth and individual success 

                  Helps in providing for the uniqueness of each children 

         Disadvantages of Individualized instruction strategy

                             Time constraint and chopped up schedules are an obstacle

               Class size and teaching load are two of the biggest constraint  

                              Teacher preparedness

Thank you sir!!!!!

   

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