Teaching

Learning
strategies
What is teaching-
learning?
2
What is Teaching?
The best approach to
understanding the
nature of teaching is
establishing a
harmonious
relationship between
Teaching is teacher, student and
the activity subject.
of
‘facilitating
learning’

3
Defects in
Teaching
• Only memory .
level
• More
information &
less explanation
• Less chance of
encouragement
• No planning

4
 How do we facilitate learning?
Encouraging
Effectively Discussing
introducing
Illustratin
g
? ?
? Asking right
questions Ideal
Reading
Creating
interest
5
 With this
understanding,
lets begin our
journey
towards
grooming our
own skills of
teaching…

6
Teaching learning strategies:-
strategies which maximize opportunities for interaction.

Teaching learning
strategies

Micro Team
teaching teaching

Programmed Experimental
instructions learning

Simulation
teaching
MICRO TEACHING

“Teaching how to teach”

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 Microteaching
Dr. Allen and his group evolved Microteaching in 1963 in
America at stanford university.
NCERT has introduced microteaching in a part of B.Ed
programme

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What is Microteaching?
“The teaching of a small unit of
content to the small group of
students (6-10 number) in a small
amount of time (5-7 min.)
means Micro Teaching”.

*To train inexperience

student-
teachers for acquiring teaching skills.

*To improve the skills of

experience
teachers.

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Cha1A lcte1Aistics of
Mic1Aoteachi
1) The duration of ng
teaching as well as number of
students are less.
2) The content is divided into smaller units which
makes the teaching easier.
3) Only one teaching skill is considered at a time.
4) There is a provision of immediate feedback.
5) In micro teaching cycle, there is facility of
re- planning, re-teaching and re-evaluation.
6) It puts the teacher under the microscope
7) All the faults of the teacher are observed.
8) The prob lem of discipline can also be
controlled.
Sh afaq ue Saira
 Planning

Re-
feedback Teachin
g
Micro -
teaching
Cycle
Re-
teaching Feedback

Re-
planning

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 Microteaching
Cycle
(Procedure)
Step- I : Micro Lesson Plan ( may take 2
hours / a day)
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------------
Tota 30 Min.
l (Appr.)

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 Sliills <>f' M ier<>
Tc 1cl1i11g
I. Introduction Skill

4. Skill of Stim u lus

2. Skill of Probin Variation
g Questions

_.,.5. SkilJ of Black­

board Writing
3. Skill of Ex pla na tion

Sh araq ue Saira
 Phases of Micro-teaching

1. Knowledge Acquisition Phase (Pre-Active Phase)

a) Provide knowledge about teaching skills.
b) Observe the demonstration of teaching skill.
c) Analyze and discuss the demonstration of the teaching skill.

2. Skill Acquisition Phase (Inter-active Phase)

a) Planning and preparation of micro lesson for a skill.
b) Practicing the skill.
c) Evaluation of the practiced skill (Feedback).
d) Re-plan , Re-teach and re-feedback till the desired level of skill is
achieved.

3. Transfer Phase (Post –Active Phase)

a) Giving opportunity to use the mastered skill in normal class room teaching.
b) Integrate the different skill practiced
 Difference between traditional teaching and
microteaching

Learning to swim Opportunity to practice

at deeper end of the at the shallower
pool and less risky
 Difference between traditional teaching and
microteaching

Microteaching Traditional
teaching
• Small group of 5- • Classroom consists of
10 students 30-50 students.
• Teacher takes up • Teacher practice
one several
skill at a time. skill at a time.
• Duration of teaching • Durattion of teaching
time is 5-10 min. time is 40-50 min
• Teaching provides • No provision for
immediate feedback immediate feed back
• Re-teaching exists • No re-teaching

Merits of Microteaching
• It helps to develop and master
important teaching skills.
• It helps to accomplish
specific teacher
competencies.
• It caters the need of individual
differences in the teacher
training.
• It is more effective in modifying
teacher behaviour.
• It is an individualized
training technique.
• It employs real teaching situation
for developing skills.
• It reduces the complexity of
teaching process as it is a scaled
down teaching.
• It helps to get deeper
knowledge regarding the art of
Limitations of
Microteaching
• It is skill oriented; Content not
emphasized.
• A large number of trainees cannot
be given the opportunity for re-
teaching and re-planning.
• It is very time consuming technique.
• It requires special classroom setting.
• It covers only a few specific skills.
• It deviates from normal
classroom teaching.
• It may raise administrative
problem while arranging micro
lessons
 Team
•
teaching
An innovative teaching method in which two or more teachers teach a group
of students.

• This is an approach or organizing teaching personnel to improve Instruction.

• Well planned, team taught lessons, exhibit an invisible flow of instruction

with no prescribed division of authority.
• Both teachers are actively involved in the lesson.

• From a student’s perspective, there is no clearly defined leader as both

teachers share the instruction, are free to interject information, and are
available to assist students and answer questions.
 Different types

• 2 or more teachers join to teach one group

• 2 or more teachers join to teach a large group
• May be for the whole lesson
• May be for part of the lesson
• May be in one location or
by
videoconferencing
• May be in a larger learning area or
“normal” classroom
Steps of team teaching
 Advantages of Team Teaching

1. Specialization is recognized.
2. Careful planning and execution is possible.
3. Effective teaching is possible.
4. Learners are better stimulated and challenged.
5. More time is available for preparation.
6. Individual differences of the learners can be met.
7. Better education guidance of the pupil/students is possible.
8. Pupils/students are exposed to variety of points of view.
 Disadvantages of Team Teaching

• Large group arrangements entail difficulty

in
scheduling time and physical facilities.
• Teaching their own specialization may be carried
too far such that the students lose sight of the
objectives of the lesson.
• The disadvantages pertains to time.
Planning recording and evaluating need time.
• Teachers have to put time for projects.
• Another disadvantages is about space and facilities.
• The program needs lecture or seminar room,
overhead projector, sound system and a bigger space.
Advantages for the students For the teachers
May increase students’ level Allows team to play to its strengths
of understanding

May lead to greater depth of Creates a supportive environment

understanding

May allow students to see other Allows development of new teaching

viewpoints approaches

Variety of teaching styles may reach Overcomes pedagogic isolation

a greater variety of learning styles

May help create sounder solutions

to discipline

Fosters intellectual growth

Disadvantages for the students Disadvantages For the teachers
Potential for ambiguity and diversity Potentially time could be an issue

Some students may be confused by Form, norm, storm, perform

more than one way of looking at
an issue

Some students may feel lost Emotional intelligence

or anonymous in a larger
group
Less space Compatibility
Compatibility of groups
Two or more heads are better than
one…………
 Experiential Learning/Online

“I hear, I know, I see, I remember, I do, I understand.”

Confucius, China’s most famous teacher, philosopher, and political theorist.

551 – 479 BC
EXPERIENTIAL LEAR
NING• Whot is E2<periential
Learning?
• Who is the Proponent of
th,s theQry?

• Th,e Stages of its c ycle

• Pos,slble Methods to be
used in
Experie nt ia l Lea rnin g
Sfrrategy
Experimental learning
is the process of making
meaning from
direct experience.
Aristotle once said,
"For the things we
have to learn before
we can do them, we
learn by doing
them."
 Definition

• Experiential learning is "knowledge, skills, and/or abilities

attained through
o observation, simulation, and/or participation,
o provides depth and meaning to learning,
o engages the mind and/or body through activity, reflection,
and application." (Craig 1997).

• Experiential learning can have an extremely broad or narrow

definition depending on what might be considered an
"experience."
 WHAT IS IT?
DProces,s of making
meaning out of o direct
ex-perr1ence
QILEARNING BY DOING

CRTITICAL FACTORS
0 Personalized reflection
about an experience O
f ormulation of plans t o
apply learning to
other
contexts
 ITS
The EMPHASIS
proc e·SS of learning a n d
not on th e produc t.
 THE PROPONENT
D "Exper e ntia l learn
ng is eq uivalen!t to
p ers.o nal c ha nge
ond growth '
D feels that a ll huma n1
b eings have a natural
prop ensi'fy to lea·rn;
the role of the
teache r is, to facilitate
such lea1rning,.
 THE CYCLE
PLANS ARE
M AD E TO· USE IAN ACTlVITY
LEARNll 1NG IN OCCURS
NEW
SITrUATt.O NS REACTIONS &
• OBSERVATION
S ARE
SHARED
PRINCIPLES •
ARE --
PAUERNS ·
DERIVED AND
DYNAMICS
ARE
THE
Fieldtri
M ETHODS
s

Games
Storyte llin g
Focused Ima g ing
Field
Observations
 ATTRIBUTES OF
EXPERIENTIAL
LEARNING
• It has the quality of personal development.
• It is self initiated.
• It is persuasive.
• It is largely activated by learner.
• It has the personal meaning as its essence.
 Application

• Develop personal skills.

• Understand situation and face the situation or
problem.
• Identify individual potentiality (own).
• Devlop competence in working relationship.
• Ability to assess the situation and take
proper
decisions.
• Develop confidence with appropriate practice
skill.
 Programmed instructions
• is a Computer-based training that
comprises of multimedia, text
graphics,
that is connected to one another and
is stored in memory.

• Programmed instruction is a
technique that provides teaching
learners
with “small, discrete increments of
instruction plus immediate reinforcement
for correct responses”

• It is instruction that is intended to

modify
behaviour
Programmed Instruction

• A method of presenting instructional

materials printed in small bits of
frames, each of which includes
- an item of information (prompt),
- a sentence to be completed or a question
to
be answered (response),
- and the correct answer (reinforcement).
 Steps of PI
• The subject matter is broken down into steps called frames and
arranged sequencially.
• Most of the frames require that the learner makes some kind of
response, an answer to a question.
• There is immediate confirmation of right answers or correction
of
wrong answers given out by the students.
• It is the interaction between the learning and learning material,
which is emphasized in programmed learning.
• Learning may occur at an individual level than general.
• It has provision of continuous evaluation which helps in improving
the student’s performance and quality of programmed learning
material.
• The suitability and appropriateness of the material depends on the
learner.
 Advantage and application of PI
• It provides opportunities for the use of self-instructional devices which
aid students in task of self-learning.
• Individualized learning- Students can complete programmed
instructional activities at their own pace without feeling held back or
pushed by other classmates.
• Programming leads to individualization of process of teaching and
learning.
• Programming helps in revolutioning, developing and providing
techniques
of mass education and self education.
• It initiates creative learning.
• These materials can be used in the field of non-formal education
and distance education.
• Immediate knowledge of results- Students continuously answer
questions
and receive feedback to ensure comprehension.
• Emphasis on student behavior- Programmed instruction
focuses educators attention on their students’ behavior and views
STRENGHTS WEAKNESSES

Self-pacing Program design (poor designation)

Practice and feedback Tedious

Reliable Lack of social interaction

Effective (research findings) Labour intensive

Social reinforces Development cost

 Simulation teaching

• Simulations are a useful

teaching strategy for
illustrating a complex and
changing situation.
• Simulations are
(necessarily) complex
than
less situations they
the
represent. contextualized
• Based contexts)
on (real-life
abstractions
 Simulation

• This method engages the student in applying a process to

a particular setting, not to learn the details of the setting but
as a means for experiencing and practicing the process
independently.
• Although the instructor sets up the problem, it is the students who
decide how to treat the problem with little or no direction from the
instructor .
• The aim is to closely approximate what would happen in real life. It
can be written simulation or simulated situation .
 Cont. Simulation

Simulations are best used to either:

• introduce students to a new experience so that they will
ask questions or
• to give them a chance to practice applying principles
learned
by some other method.
• Cognitive Level: Simulations are designed to give
students practice in applying decision-making strategies to
specific situations.
Simulations

Types:
- Instructional simulation
- Computer-based simulation
game
- Role plays
- Cooperative simulation games
 Simulation’s greatest strength is its ability
to answer “what if” questions...
Advantages

Disadvantages are time-

the process of problem solving and difficult
consuming
to execute.
more readily
1.Simulations than other
concentrate on learning 1.
techniques.
Simulations
2. Because simulate real life 2. The instructor does not have much
they situations, learning is more
readily generalized from the
control over which way a
class period goes once the
classroom to the real world. simulation begins.

3. Simulations can be very effective 3. There is often no one "right' way

in developing students' attitudes, for a simulation to proceed
especially self-confidence and so the instructor must be
a questioning approach prepared
to handle a variety of
circumstances.
4. Realistic 4. Time consuming

5. Safe, Simplified 5. Oversimplification

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