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Teaching MethodsThe tool kit for effective Teaching Learning

Academic Staff College ,Andhra University

1-02-2010

Dr.Vijay Santhi Kumar

GITAM UNIVERSITY


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Why Tools?

Tools for Effectiveness in Teaching learning

Making taught to move from His level to High pedestal

Customization

Convenience Systematic and continuity

Flexible learning

Learner oriented

To Avoid monotony for Both Teacher and the taught

Multi pronged approach for concerted learning


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What Students Expect ?

LEARNER
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Tool kit

Direct Instruction/Lecture

Brainstorming

Supervised Study

Small Group Discussion

Role Play

Games

Field Trips and Resource Persons


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Advantages

Teacher controlled

Many objectives can be

mastered in a short amount of

timeLends to valid evaluations


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Disadvantages

Teacher controlled

Student involvement is limitedto the teacher

Depends in part to rotelearning (repetition frommemory, often withoutmeaning)


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When to use?

When the objectives indicate

effectiveness

When the teacher determines

that it is the best use of time& effort


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Six steps in Direct

Instruction

1. Review previously learned material

2. State objectives for the lesson

3. Present new material4. Guide practice with corrective feedback

5. Assign independent practice with

corrective feedback

6. Review periodically with correctivefeedback if necessary


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1. Review previously learned

material

A short review before/with the new

lessons interest approach

Check & grade previous homework Put problems on the board (can be

part of bell-work)

Re-teach if necessary


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2. State objectives for the

lesson

Students should know what is to be

taught

Stated Clearly Written on the board

Handed out

Follow the objectives Use them to develop evaluations


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3. Present new material

Yourteaching depends on your

analysis and preparation

Organizing Content From general to specific

From lower level objectives to higher

From previous information to newmaterial


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Lectures

Be aware of attention spans

_____ minutes (20) Be aware of the number of major

points made _____ (5)

Be repetitious Review and summarize


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Demonstrations

Learning Activity, experiment,

demonstration WOW em!

Allow students to practice

immediately


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4. Guided practice with

corrective feedback

Guided and independent practice

Teacher controls & monitors guided

Teacher evaluates & correctsindependent

Questions should be prepared in

advance


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5. Assign independent practice

with corrective feedback

Homework

A formative step not a summative

step Worksheets


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6. Review periodically with

corrective feedback if

necessaryCheck homework promptly

Base new instruction on results

Re-teach if necessary


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Other Teaching Techniques

Brainstorming

Situations for use:

Generate ideas (quantity is moreimportant than quality)

Students have some level of experience

Planning Required:

Formulate the question

Plan for recording ideas


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Brainstorming Steps

Pose question to class

Generate ideas with group

Accept all ideas (do not criticize) Go back to summarize

Discard unacceptable or unworkable

ideas Determine the best solution(s)


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Supervised Study

Common technique used in problem solving

instruction, but certainly not the only

technique appropriate for problem solving

instruction.

Also a major technique used in

competency-based education programs.

Often misused technique. A really bad formof this technique is: Read the chapter in the

textbook and answer the questions at the

end of the chapter.

Would be classified as an individualized


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Supervised Study

Situations Appropriate for Use

Discovery or inquiry learning is desired

Access to good reference materials(textbooks, extension publications, web

resources, industry publications, etc.)

Students may need to look up information

May be alternate answers that areacceptable

Many structured lab activities are actually a

form of supervised study


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Supervised Study

Strengths:

Provides skills in learning that are useful

throughout students lives. They need to

know how to locate and analyze

information.

Recall is enhanced when student have to

look up information, rather than beinglectured to.

Students have to decide what information is

important and related to the question posed.

Opportunity for students to develop writing


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Supervised Study

Weaknesses: Easy for students to get off-task.

Students may interpret questions differently and locate

incorrect information (practicing error). Unmotivated students will do the absolute minimum.

Students tend to copy information from sources ratherthan analyze and synthesize information

Requires more time than lecture

Relies on students being able to read and comprehendinformation at the appropriate level


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Supervised Study

Procedures in Conducting Supervised Study:

Teacher develops a list of study questions for students to

answer.

Resources and reference materials are located or

suggested to students as possible sources of answers.

Students are given time in class to find answers to the

questions and to record the answers in their notes.

Note: Due to time constraints, teachers may want to

assign different questions to specific students, so that

every student is not looking for the same information.

Summary consists of discussing the correct answers to the

questions with the entire class.

Note: Teachers must be careful to emphasize that

incorrect answers must be corrected.


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Supervised Study

Role of the Teacher:

Develop a list of study questions that focus on the objectives of the

lesson

Develop the anticipated answers to the questions--it is important that theteacher have a firm idea of what are correct or incorrect answers.

Establish time frame for completing the activity. Students need to feel a

sense of urgency, so dont give them more time than you think they will

need.

Supervise during this activity. NOT A TIME TO GRADE PAPERS, MAKEPHONE CALLS, PLAN FOR THE NEXT LESSON, OR LOCATE THE

ANSWERS TO THE QUESTIONS IN THIS LESSON!

Assist students in locating information, but do not find it for them.

Keep students on task and eliminate distractions.

Plan for reporting of answers


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Also Called:

Buzz Groups

Huddle Groups Phillips 66

6 people per

group

6 ideas to begenerated

6 minutes


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Advantages:

Increased participation

Good for generating ideas Cooperative activity (students learn

from each other)


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Planning Required

Clearly form the question or topic

Develop a plan for grouping the students

Plan for reporting

Summarize the activity (what they should have learned)


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Conducting Small Group Discussion

Write question or topic on board or

handout

Give specific instructions on how the

group will operate

Establish time limits

Circulate among the groups to help keepthem on task (Not as a participant!)

Give warning near end of time allocated

Reports: Rotate among the groups for

answers


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Role Play

Situations for use:

Introducing a

lesson

Checking for

understanding

Summarizing


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Role Play

Planning Required:

Script

Minimum: key points to coverSteps:

Role play Summary

Tips: Keep it short

Use to make a single point, not several

points


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Games

Situations for use:

Motivate students

Reviews

Check forunderstanding

Strengths:

Active learningtechnique

Appeals to competitive

students

High interest level


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Games

Planning Required

Game must be developed by teacher

Rules must be established. Try to anticipate all

potential situations that might occur. You do not wantthe effectiveness of the activity to be destroyed by

arguments over rules.

Develop a plan for determining teams

Develop plan for keeping score

Determine rewards--make them appropriate (usually

very minor in nature)


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Games

Types: Games may take a variety of

forms, but most often they are

modeled after: TV game shows

Sports

Home board games


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Field Trips and Resource

Persons

Situations for use:

First hand

experiences are

needed

Need expertise

These appear to bedifferent techniques,

but the planning

required is very similar


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Field Trips/Resource

Persons

Planning Needed:

Objectives

Trial run/visit

Special considerations (safety, grouping, etc.)

Summarize (dont give up responsibility!). It is

critical to know what the students have learned

from the activity.

Tips: Provide advance organizers (report forms, fact

sheets)

plant questions among students

assign students to begin the questions


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