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TEACHING
METHODS
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PREFACE
Initial in the one module of the project, which is allotted to me,
“TEACHING METHODS” is covered in this project report.
The report contains very nice and well arranged topics related to the
subject “TEACHING METHODS”. The main contents of this project
describes that ‘what are the types of teaching ’ and many other topics which
is countable in the “TEACHING METHODS”.
Overall this report may work like a guide for the subject
“TEACHING METHODS”.
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ACKNOWLEDGEMENT
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TABLE OF INDEX
1. Introduction
d. Brainstorming
e. Videotapes
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f. Class Discussion
h. Case Studies
i. Role Playing
j. Report-Back Sessions
k. Worksheets/Surveys
m. Guest Speaker
5. Ancient Education
6. Medieval Education
7. 20th Century
8. Bibliography
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INTRODUCTION
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Diversity in Teaching in the Classroom
Questioning
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(OGT), Proficiency Test, College entrance Tests (ACT and SAT)).Before
that we have to teach how to make questioner. If the question perfect then
this method will effective.
Explaining
Demonstrating
Collaborating
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Students' working in groups is another way a teacher can enforce a lesson
plan. Collaborating allows students to talk among each other and listen to all
view points of discussion or assignment. It helps students think in an
unbiased way. When this lesson plan is carried out, the teacher may be trying
to assess the lesson of working as a team, leadership skills, or presenting
with roles.
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Teaching Methods
Pedagogy and Andragogy are used to describe the art and science of
teaching. Teachers who take on a facilitating role by directing the students in
the leaning process (e.g. adult and further education) are considered to be
andragogy (student centred) and teachers who lecture to their students (e.g.
child education in schools) are considered to be pedagogy (teacher centred).
Simple and complex are terms used to describe a skill. Simple skills are ones
that an athlete finds easy to perform whereas complex skills are ones that the
athlete finds more difficult. Remember, what is a simple skill to one athlete
may be complex to another so as a coach you need to determine how each
athlete perceives the skill.
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Whole Practice
Ideally, a skill should be taught as a whole as the athlete can appreciate the
complete movement and execution of a skill. The whole method of
instruction can sometimes mean the athlete having to handle complex
movements e.g. the whole high jump technique.
Part Instruction
Initially the athlete attempts the whole skill and the coach monitors to
identify those parts of the skill that the athlete is not executing correctly. Part
instruction can then be used to address the limitations and then the athlete
can repeat the whole skill with the coach monitoring for any further
limitations.
No one method is suitable to all occasions, but studies have shown that:
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• simple skills (and perhaps simple is relative to each individual) benefit
from the whole method
• skills of intermediate difficulty benefit from the part method
• closed skills are often taught with part instruction
• difficult skills are best dealt with by oscillating between part and
whole
Shaping
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Chaining
This fundamental component is taught first and established as the basis for
all further progressions. Deriving from the fundamental component are
exercises that directly reinforce the required movement patterns.
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Types of Practice
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COMMON TEACHING METHODS
Lecture
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Similarly,churches, community centers, libraries, museums, and other
organizations have hosted lectures in furtherance of their missions or their
constituents' interests.
STRENGTHS:
LIMITATIONS:
- audience is passive
PREPARATION:
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Lecture With Discussion
STRENGTHS:
LIMITATIONS:
PREPARATION:-
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Panel of Experts
STRENGTHS:
LIMITATIONS:
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- subject may not be in logical order
PREPARATION:
- briefs panel
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Brainstorming
Use of the term "brainstorming" has been criticized on the grounds that it is
politically incorrect and offensive to people with epilepsy. However, there
appears to be little truth to this claim. A 2005 survey by
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the UK charity National Society for Epilepsy found that 93 per cent of
people with the condition surveyed do not find the word offensive
STRENGTHS:
LIMITATIONS:
- can be unfocused
PREPARATION:
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Videotapes
In most cases, a helical scan video head rotates against the moving tape to
record the data in two dimensions, because video signals have a very high
bandwidth, and static heads would require extremely high tape speeds.
Video tape is used in both video tape recorders (VTRs or, more common,
video cassette recorders (VCRs)) and video cameras. Tape is a linear method
of storing information, and since nearly all video recordings made nowadays
are digital, it is expected to gradually lose importance as non-linear/random
access methods of storing digital video data are becoming more common.
This stuff is also used in the education for its very wide usability and
entertaining ability by which the teaching becomes very interesting for
teachers as well as the students
STRENGTHS:
- looks professional
- stimulates discussion
LIMITATIONS:
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- discussion may not have full participation
PREPARATION:
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Class Discussion
If you ask most instructors what their primary goal during a classroom
discussion is, the answer seems obvious: Get students talking and keep them
talking. For any instructor who has struggled to break through the stubborn
silence of tired, timid, or unprepared students, success may be measured by
the minutes of sustained student speaking. However, while student
participation is necessary for successful classroom discussions, it is hardly
sufficient. Students can talk for hours without learning anything of
substance. Truly successful classroom discussions are guided by specific
teaching goals such as increasing students’ comfort with the specialized
language and methods of a field or developing critical thinking. Each
teaching goal will suggest different strategies for guiding a classroom
discussion. This newsletter reviews several teaching goals that are well-
served by discussion:
STRENGTHS:
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- allows everyone to participate in an active process
LIMITATIONS:
- is time consuming
PREPARATION:
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Small Group Discussion
Topics that are selected for group discussion are chosen from various fields
like sports, politics, social issues, environmental issues and current events. It
is always difficult to guess the group discussion topics as it can be chosen
from any field of work. However, students are always advised to read a lot
of newspapers and business magazines to stay aware of the current events
and happenings. Students might not possess thorough information about the
GD topics, but common sense and familiarity with the issue can be of great
help during the time of group discussion. This always helps you to present
your ideas in a proper manner.
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build your confidence for the upcoming session. The examiners are there to
see your psychological poise and temperament during the examination. You
need to be confident about yourself and be smart and clear while presenting
your ideas on the subject.
STRENGTHS:
LIMITATIONS:
PREPARATION:
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Case Studies
A case study is one of several ways of doing social science research. Other
ways include experiments, surveys, multiple histories, and analysis of
archival information .
Rather than using samples and following a rigid protocol to examine limited
number of variables, case study methods involve an in-depth, longitudinal
examination of a single instance or event: a case. They provide a systematic
way of looking at events, collecting data, analyzing information, and
reporting the results. As a result the researcher may gain a sharpened
understanding of why the instance happened as it did, and what might
become important to look at more extensively in future research. Case
studies lend themselves to both generating and testing hypotheses .
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STRENGTHS:
LIMITATIONS:
PREPARATION:
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Role Playing
In roleplaying, participants adopt and act out the role of characters, or parts,
that may have personalities, motivations, and backgrounds different from
their own. Roleplaying, also known as RP to some, is like being in
an improvisational drama or free-form theater, in which the participants are
the actors who are playing parts, and the audience.
STRENGTHS:
LIMITATIONS:
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- not appropriate for large groups
PREPARATION:
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Report-Back Sessions
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STRENGTHS:
- allows for large group discussion of role plays, case studies, and
small group exercise
LIMITATIONS:
PREPARATION:
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Worksheets/Surveys
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usual run of research papers, for two reasons: it is not presented as the
author's original research, but as a survey or summary of a field; and it is not
necessarily subject to the same degree of peer review. Sometimes short
survey articles appear in the guise of book reviews, where the context of the
book is summarised first, often at greater length than is devoted to the book.
STRENGTHS:
LIMITATIONS:
PREPARATION:
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Index Card Exercise
An index card is heavy paper stock cut to a standard size. Index cards are
often used for recording individual items of information that can then be
easily rearranged and filed. The most common size in the United
States and Russia is 3 in by 5 in (76 by 127 mm), hence the common
name 3-by-5 card. Other sizes widely available include 4 in by 6 in (102 by
152 mm), 5 in by 8 in (127 by 203 mm) andISO-size A7 (74 mm by
105 mm). Cards are available in blank, ruled and grid styles in a variety of
colors. Special divider cards with protruding tabs and a variety of cases and
trays to hold the cards are also sold by stationers.
STRENGTHS:
LIMITATIONS:
PREPARATION:
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- facilitator must prepare questions
Guest Speaker
STRENGTHS:
- personalizes topic
LIMITATIONS:
PREPARATION:
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Values Clarification Exercise
For the purpose of values clarification, Raths, Harmin and Simon identified
seven criteria that must be met if a value is to be considered a full value.
These criteria can be divided into three categories: choosing, prizing and
acting. To be a full value, the value must be chosen freely from a list of
alternatives, only after thoughtful consideration has been given to the
consequences of each alternative. The value must be cherished and made
known to other people. The value must also be translated into behaviors that
are consistent with the chosen value and integrated into the life style.
STRENGTHS:
LIMITATION:
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PREPARATION:
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Ancient education
About 3000 BC, with the advent of writing, education became more
conscious or self-reflective, with specialized occupations requiring
particularskills and knowledge on how to be a scribe, an astronomer, etc.
It has been the intent of many educators since then, such as the Roman
educator Quintilian, to find specific, interesting ways to encourage students
to use their intelligence and to help them to learn.
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Medieval education
Comenius, in Bohemia, wanted all boys and girls to learn. In his The World
in Pictures, he gave the first vivid, illustrated textbook which contained
much that children would be familiar with in everyday life, and use it to
teach the academic subjects they needed to know. Rabelaisdescribed how
the student Gargantua learned about the world, and what is in it.
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20th century
In the 20th century, the philosopher and cult founder, Eli Siegel, who
believed that all children are equally capable of learning regardless ofethnic
background or social class, stated: "The purpose of all education is to like
the world through knowing it." This is a goal which is implicit in previous
educators, but in this principle, it is made conscious. With this principle at
basis, teachers, predominantly in New York, have found that students learn
the curriculum with the kind of eagerness that Pestalozzi describes for his
students at Stanz centuries earlier.
Instructional scaffolding
Graphic organizers
Standardized testing
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brings out critical thinking and a desire to learn. Another modern teaching
method is inquiry learning and the related inquiry-based science.
Students who had a hands-on trained science teacher for one or more years
had statistically higher standardized test scores in science, math and social
studies. For each additional year of being taught by a hands-on trained
teacher, the student's grades increased.
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Bibliography
BOOKS
WEB
1. www.wekipedia.com
2. www.google.com
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