chapter one teaching methods used in schools.pptx

Methods of teaching are so important to have knowledge on. Understanding each and every bit of the material

1. CHAPTER ONE OVERVIEW OF BASIC MOVES OF TEACHING GUIDING QUESTIONS How is this bok organized? What are the basic moves of teaching? How is cooperative learning related to the basic moves of teaching? Is teaching a science? What are best practices?

2. cont 6. List some research based teaching practices. 7. How can frame works help guide our practices? 8. Discuss levels of teaching practice. 9. Define curriculum based assessment. 10. What are the important section of the appendix? 11. Why is important to know about the materials in this chapter?

3. ASSUMPTIONS/BELIEFS   The key to learning in any formal learning is our ability as teachers to establish a healthy, nurturing environment. We believe that basic moves of teaching emanate from our definition of teaching. Formal teaching is getting learners to respond in an oganised,systematic manner. Learning is largely social so we can start our pedagody section with cooperative learning, a teaching strategy that comes from social perspectives.

4. BASIC MOVES OF TEACHING Teaching as a performance has atleast two aspects namely; Technical and Morals. Under technical teaching skills we believe there are three basic moves. they are: Knowing how to establish a health, productive learning environment. Having the knowledge and skill to set up an environment to ensure interaction which include being able to ask meaningful questions. Knowing how to use assessment to ensure that learning has taken place.

5. DEFINATIONS Healthy, productive learning environment-includes both physical and emotional safety as well as order and system within the environment. Structure -a content free planed process designed to organize interaction of individuals for instructional purposes. Strategies -organized systems of instruction based upon learning theory or how scholars think in a particular academic discipline. Assessmen t-the process of gathering and evaluating information about students skills, knowledge and abilities.

6. objectives

7. INTRODUCTION TO SCHOLARSHIPOF TEACHING There are other practices that are essential to the delivery of effective pedagogy.These are at least 8.Teachers need: A thorough knowledge of a basic facts,concepts,organizational schemes and disciplinary culture of the subject taught. A theoretical knowledge about learning human behavior,and ability to translate that knowledge into practice. To display healthy emtions and attitudes about learning and have a skill to teach others to aquire them as well Control of a wide repertoire of t eaching processes and the ability to match these with learning goals.

8. CONT To participate and be able to teach others to practice healthy moral and ethical behavior. To display practical knowledge of the environment in which they work. Command of knowledge of the profession development topics and process to be taught and ability to communicate it. Skill in the use of technology used to enhance teaching and learning

9. PURPOSES/GOALS OF TEACHING The purposes of teaching can be categorized into five categories. Academic Personal Career Spiritual Social

10. cont ACADEMIC : Knowledge Transfer: One primary goal of teaching is to impart knowledge and skills to students, enabling them to understand and apply concepts in various subjects. Critical Thinking: Teaching aims to foster critical thinking skills, encouraging students to analyze information, question assumptions, and develop their own perspectives. CAREER: Problem Solving: Teachers often strive to equip students with problem-solving abilities, enabling them to address challenges creatively and logically.

11. PERSONAL: Character Development: Beyond academics, teaching may also focus on character development, instilling values, ethics, and interpersonal skills in students. Lifelong Learning: Teaching should inspire a love for learning, motivating students to become lifelong learners who continuously seek knowledge and personal growth. Communication Skills: Effective teaching aims to enhance students' communication skills, including verbal and written expression, facilitating their ability to convey ideas clearly.

12. SOCIAL: Adaptability : Teachers often aim to help students develop adaptability and resilience, preparing them to navigate an ever-changing world and workforce. SPIRITUAL :Spiritual Competence : Teaching may include goals related to fostering spiritual awareness and competence, promoting understanding and respect for diverse perspectives.

13. DEFINATION OF TEACHING Teaching is a process of getting responces in an organised systematic manner. It involves influencing others NOTE: It is difficult to influence someone if you don’t know what they are thinking. Therefore, it is by chance to influence someone you don’t know what they are thinking.

14. cont An effective teacher is able to match teaching goals, content, attributes and learner with a wide repertoire of teaching processes and make decisions regarding teaching and learning using a framework such as the one we are suggesting.

15. RESEARCH VALIDATED APPROACHES One of the most defensible ways to think about best practices or teaching effectiveness is to consider the question; ‘What practices have been validated by research data’ ‘What teaching processes validated by research are available’

16. cont Joyce and Weil, with Calhoun, 2003 and his colleagues proposed one of the earliest and most helpful, conceptualization of research validated practices. It is useful because Joyce proposes system of instruction that have research validation. These models work better than other processes in accomplishing certain learning outcomes He has proposed four categories of teaching models:

17. cont Personal Information processing Behavioral Social

18. FRAMEWORKS FOR THINKING ABOUT THINKING We believe that making your assumptions about learning public increases the likelihood of congruence of practice to what is verbally advocated. Too often, teachers do not practice what tey say they believe ( schon 1990). One way to avoid this conflict is to thorough examine our own philosophical assumptions and to print them for examination. Several psychological frame works oriented to pedagogy are helpful for the thinking about teaching and learning. One proposed one is that by marzano and his colleques They proposed five levels of lerning :

19. cont Positive attitudes and perceptions about learning Thinking involved in acquiring and integrating knowledge Thinking involved in extending and refining knowledge Thinking involved in using knowledge meaningfully Productive habits of mind

20. Cont These are not only useful because they are simple to remember and contain face validity but because each dimension contains specific teaching practices proposed by the authors designed to promote a specific type of learning. Bloom and his colleagues first proposed these practices in 1956. The Taxonomy of the cognitive Domain is still a useful too for thinking about thinking. It provides a scheme for viewing the complexity of thought involved in teaching and curriculum development. It is particularly used for guiding the formation of questions and for determining the level of cognition needed for the assignments we give those we teach to perform

21. cont Onother facet of thinking that has an extensive recent history is intelligence. Intelligence has largely been defined in terms of the intelligence quotation (IQ). Stermberg (1986,1989) and Gardner (1983,1993, 2003) among others have proposed other conceptualizations of human intelligence. G ardner’s multiple intelligence theory provides another helpful framework to view teaching and learning. He proposed that there at least 8 different intelligences rather than the traditional linguistic and mathematical measured in IQ tests. When we combine multiple intelligences with the taxonomy of cognitive development, we can set up a matrix that is useful for planning and evaluating teaching and the curriculum. Moral or character development has become an area of interest and emphasis in schools.

22. LEVELS OF PRACTICE The act of teaching can be categorized into three related and overlapping categories a) Techniques- Steps designed to organize or manage the classroom Common techniques include; what a learner is supposed is supposed to do when an assignment is completed, how to take role efficiency and how to get learners attention. b) Structures Planned processes designed to organize individuals and groups to get responses for instructional purposes. c) Strategies These are organized systems of instruction based upon learning theory or how scholars think in a particular a particular discipline.

23. A ssesment Assesment is important and integral to the teaching/ learning process. The relationship between learning assessment is strong and robust. Assesment is a process and the process is used to make decisions about people. In our case, principle learning TinBrink (1999) proposes four stages involved in assessment. The following are the stages;

24. cont Preparing for assessment Obtaining needed information Forming judgements Using judgements to make decisions and making reports.

25. cont The practice used in this presentation is based upon the idea of curriculum based assessment. Curriculum based assessment is defined as a procediure for determining the instructional needs of a student based on the students ongoing performance with existing course content. Tocker 1985, p 200 define it as the use of assessment materials and procedures that mirror instructions in order to ascertain whatever specific instructional objectives have been accomplished and to monitor progress directly in the curriculum being taught.

26. summary The basic moves of teaching involveSs knowing about and gaining skills to: Build a health, productive learning environment Get responses from learners Conduct assessment of the learning process

27. THE END