LESSON 1
INTRODUCTION TO TEACHING
TEACHING & LEARNING PROCESS
TEACHING defined…
▪ Refers to the process of imparting knowledge and
skills from a teacher to a learner. It encompasses the
activities of educating or instructing. It is an act or
experience that has a formative effect on the mind,
character or physical ability of an individual.
▪ A working definition of teaching is undertaking certain
ethical tasks or activities the intention of which is to
induce learning.
▪ it is a deliberate intervention that involves planning
and implementation of instructional activities and
experiences to meet learner outcomes according to a
teaching plan
Some thoughts on teaching and learning...
▪ Clearly, not all learning is dependent on
teaching...However, all teaching regardless of quality is
predicated on learning..- Brown,1993
▪ Teaching makes learning possible..-Ramsden,1992
LEARNING defined…
▪ Process of gaining knowledge or skill by studying,
practicing, being taught, or experiencing something.
(Merriam-Webster Dictionary)
▪ “a persisting change in human performance or
performance potential . . . (brought) about as a result of
the learner’s interaction with the environment”
(Driscoll, 1994)
▪ “the relatively permanent change in a person’s
knowledge or behavior due to experience
▪ an enduring change in behavior, or in the capacity to
behave in a given fashion, which results from practice or
other forms of experience” (Shuell, 1986)
LEARNING THEORIES
▪Classical Conditioning (Pavlovian conditioning or
respondent conditioning)
▪ is a reflexive or automatic type of learning in which a
stimulus acquires the capacity to evoke a response that
was originally evoked by another stimulus
▪Operant Conditioning (Instrumental conditioning)
▪ Described as a process that attempts to modify
behavior through the use of positive and negative
reinforcement. Through operant conditioning, an
individual makes an association between a particular
behavior and a consequence.
▪Social Conditioning (Observational conditioning)
▪In this theory, people can learn new information and
behaviors by watching other people.
THE “HOWs” OF TEACHING
A. Strategies
B. Approach
C. Technique
D. Method
A. Strategies
▪Is the art and science of directing and controlling the
movements and activities of the army. If strategy is
good, we can get victory over our enemies. In teaching
this term is meant those procedures by which objectives
of teaching are realized in the class. ▪Teaching strategy
is a generalized plan for a lesson which includes
structure, instructional objectives and an outline of
planned tactics, necessary to implement the strategies
Strategy can be summarized as
▪Teaching is the generalized plan of the whole lesson
plan.
▪In strategy of teaching, realization of objectives is
given more importance than presentation of lesson.
▪A strategy does not follow a single track all the time,
but it changes according to the demands of the
situations such as age, level, needs, interests and
abilities of the students. Thus strategy is more
comprehensive than method.
▪It is directional in nature. It refers to goal directed
activities of the teachers. Thus, it is more close to
science than arts.
TEACHING STRATEGIES
➢Brainstorming- is a large or small group activity that
encourages students to focus on a topic and contribute
to the free flow of ideas.
➢ Case studies- are effective ways to get students to
practically apply their skills, and their understanding of
learned facts, to a real-world situation. They are
particularly useful where situations are complex and
solutions are uncertain.
➢ Debates- structured way of exploring the range of
views on an issue. It consists of a structured contest of
argumentation, in which two opposing individuals or
teams defend and attack a given proposition.
➢ Discussion- Discussion lets class members work
actively with the ideas and the concepts being pursued,
and discussion sessions can be an extremely effective in
changing behaviour or attitudes. Consequently,
teachers use them frequently in instructional situations
➢The flipped classroom-students complete learning
normally covered in the classroom in their own time (by
watching videos and/or accessing resources), and
classroom time is dedicated to hands-on activities and
interactive, personalized learning, leading to deeper
understanding. Students use class time to apply the
theory and concepts discussed in the videos, and to
utilize techniques including group problem-solving and
team building games, simulations, case study reviews,
and group discussions.
➢ Groupwork- is a method of instruction that gets
students to work together in groups.
➢ Questioning- The art of asking questions is at the
heart of effective communication and information
exchange, which underpins good teaching. If you use
questioning well, you can improve the student learning
experience in a whole range of Teaching Settings.
➢ Simulations- are instructional scenarios where the
learner is placed in a "world" defined by the teacher.
They represent a reality within which students interact.
The teacher controls the parameters of this "world" and
uses it to achieve the desired instructional results.
Students experience the reality of the scenario and
gather meaning from it.
APPROACH, METHOD & TECHNIQUE
Approach is the broadest of the three, making
technique the most specific, and the method found in
between approach and technique.
Technique encompasses the personal style of the
teacher in carrying out specific steps of the teaching
process
A Method, on the other hand, is an organized, orderly,
systematic, and wellplanned procedure aimed at
facilitating and enhancing students’ learning.
B. Approach
▪Ways in which you try to engage students with the
subject matter (provide students with basic facts, relate
new knowledge to what students already know, build in
interaction, be passionate, be enthusiastic)
▪The ways in which you support your students
(encourage questions, set formative assessments,
provide constructive feedback).
A description of your approach to teaching
includes:
▪The mode or manner of teaching (lecture, tutorial,
bedside teaching, laboratory work);
▪Some understanding of how people learn (learning
theory);
▪Some understanding of how to facilitate learning
(qualities of the teacher such as passion, principles for
good teaching practice such as providing timely and
constructive feedback, putting educational theory into
practice).
TYPES OF TEACHING APPROACH
ACCDRD TO THE ROLE OF TEACHER
➢The executive approach- views the teacher as
manager of complex classroom processes, a person
charged with bringing about certain outcomes with
students through using the best skills and techniques
available.
➢ The facilitator approach- it places a high value on
what students bring to the classroom setting, it places
considerable emphasis on making use of students’ prior
experience.
➢ The liberationist approach- is rooted in notions of
liberal education, wherein the goal is to liberate the
mind to wonder, to know and understand, to imagine
and create, using the full intellectual inheritance of
civilized life
APPROACH ACCDRD TO NATURE OF LEARNING
❑ Discovery Learning
➢ takes place in problem solving situations where the
learner draws on his own experience and prior
knowledge and is a method of instruction through
which students interact with their environment by
exploring and manipulating objects, wrestling with
questions and controversies, or performing
experiments.
❑ Conceptual teaching
➢ Involves the learning of specific concepts, the nature
of concepts, and the development of logical reasoning &
critical thinking.
❑ Process writing
➢ treats all writing as a creative act which requires time
and positive feedback to be done well. In process
writing, the teacher moves away from being someone
who sets students a writing topic and receives the
finished product for correction without any intervention
in the writing process itself.
❑ Unified Teaching
➢ This approach lends itself smoothly to a unified
teaching-learning concept of education. The
information handler, being a teacher, a student, or
another educational environment, is at the center of
this educational model. The main inherent
characteristics of this model are extreme flexibility,
integration, ease of interaction, and being evolutional
A. DISCOVERY
▪ refers to various instructional design models that
engages students in learning through discovery.
Usually the pedagogical aims are threefold:
(1) Promote "deep" learning,
(2) Promote meta-cognitive skills (develop problem-
solving skills, creativity, etc.),
(3) Promote student engagement.
▪ An approach, which capitalizes on the child’s natural
curiosity and urge to explore the environment.
▪ The child learns by personal experience and
experiment and this is thought to make memory more
vivid and help in the transfer of knowledge to new
situations.
CONCEPTUAL
▪ Choosing and defining the content of a certain
discipline to be taught through the use of or pervasive
ideas as against the traditional practice of determining
content by isolated topics.
▪ not a particular teaching method with specific steps to
follow; it is more of a viewpoint of how facts and topics
under a discipline should be dealt with.
▪ involves more data collection usually through research
while the discovery approach actively involves students
to undertake experimental and investigative work.
B. CONCEPTUAL - choosing and defining the content
of a certain discipline to be taught through the use of or
pervasive ideas as against the traditional practice of
determining content by isolated topics
PROCESS
▪An approach which provides students with an
abundance of projects, activities, and instructional
designs that allow them to make decisions and solve
problems.
▪Through this approach students get a sense that
learning is much more than the commission of facts to
memory. Rather, it is what children do with that
knowledge that determines its impact on their attitudes
and aptitudes.
UNIFIED
▪It is based on a breakdown of knowledge to integrated
modules of information. The basic level of breakdown is
to be used in education to buildup concepts, while the
higher ones are to be used to buildup complex concepts
of knowledge, including those of experts. Key to the
success of this breakdown is the relational integration
of the information leading to the concept under
consideration.
▪This approach lends itself smoothly to a unified
teaching-learning concept of education. The
information handler, being a teacher, a student, or
another educational environment, is at the center of
this educational model. ▪The main inherent
characteristics of this model are extreme flexibility,
integration, ease of interaction, and being evolutional.
APPROACH ACCORDING TO TEACHER-LEARNER
INTERACTION
TEACHER-CENTERED APPROACH
- It is the primary role of teachers to pass knowledge
and information onto their students.
1. Direct Instruction
- relies on explicit teaching through lectures and
teacher-led demonstrations.
STUDENT-CENTERED APPROACH
- Student learning is continuously measured during
teacher instruction.
1. Inquiry Based Learning
- focuses on student investigation and hands-on
learning.
- teacher’s primary role is that of a facilitator, providing
guidance and support for students through the learning
process
2. Cooperative Learning
- emphasizes group work and a strong sense of
community.
- “Think-Pair-Share
C. Technique
▪It is a procedure by which new knowledge fixed in the
minds of students permanently. For this purpose, a
teacher does extra activities in the class. ▪These
activities help the teacher to take shift from one
strategy to another. Thus, teaching tactics are that
behavior of the teacher which he manifests in the class
i.e., the developments of the teaching strategies , giving
proper stimulus for timely responses, drilling the learn
responses , increasing the responses by extra activities
and so on.
D. Method
▪Method of teaching is directly related to the
presentation of the lesson. Which a teacher should use,
depends on the nature of the subject, and the tact of
the teacher .
FOUR METHODS OF PRESENTING THE SUBJECT
MATTER.
1. TELLING METHOD; Lecture method, Discussion
method, Story telling method and so on.
2 .DOING METHOD; Project method, Problem solving
method, Textbook method and so on.
3 .VISUAL METHOD; Demonstration method,
Supervised study method and so on.
4 .MENTAL MEHOD; Inductive, Deductive, Analysis,
Synthesis method etc
INSTRUCTIONAL MEDIA