instructional methods in teacher education

teacher education

1. INSTRUCTIONAL METHODS IN TEACHER EDUCATION Lecture and discussion Seminar Workshop Symposium Group discussion Supervised study Micro teaching Collaborative strategies Virtual and e-mode.

2. Instructional strategies determine the approach a teacher may take to achieve learning objectives. Instructional methods are used by teacher to create learning environment.

3. MODELS OF INSTRUCTIONAL STRATEGIES OR TEACHING METHODS. . Didactic- Direct teaching. Modeling- Direct teaching. Managerial- Indirect or Interactive teaching. Dialogic- Indirect Interactive teaching.

4. LECTUR METHOD Most convenient and inexpensive method of teaching any subject. It is teacher controlled and information centered approach in which teacher works as a role resource in classroom instruction. Focuses on cognitive objectives. This strategy is the presentation of the content.

5. When to Use Lecture Method To give an overview of a large unit. To motivating pupils and developing their interest. To supplementing the pupils reading and clarifying main concepts. To save the time.

6. Steps of The Lecture Method Preparation for the lecture Introduction to the lecture Giving the body of the lecture Conclusion of the lecture

7. DISCUSSION METHOD Discussion involve two way communication between participants. In the classroom situation an instructor and trainees all participate in discussion. During discussion, the instructor spends some time listening while the trainees spend sometimes talking.

8. The discussion is therefore, a more active learning experience for the trainees for the lecture A discussion is the means by which people share experience, idea and attitude. As if help to foster trainee’s involvement in what they are learning, it may contribute to desired attitudinal changes.

9. Definition The group discussion defined as the process of reaching and counter reaction between two or more than two person on a common subject with the objective of achieving some specific conclusion or result.

10. Steps of Discussions Be Prepared Support Your Opinion Stay On Track Speak Clearly and Loudly Listen With an Open Mind Observe Other Students and How They Present Themselves.

11. 7. Encourage Others 8 Be Sensitive to the Feelings of Other Students To Speak 9. Challenge vs. Threat Avoid Distracting Behaviors Take Notes During the Discussion Strive for Understanding.

12. Seminar is a form of classes organization that utilize scientific approach for the analyze of a problem chosen for discussion. Usually there are several keynote speakers within each seminar and these speakers are expects in their own fields or topic

13. This seminar method is utilized to realize the higher objectives Cognitive and Affective domains.

14. Types of Seminar 1 . Mini seminar 2. Major seminar 3. National seminar 4. International seminar

15. ORGANISATION OF SEMINAR 1. Decide on possible topics 2. Do your research 3. Choose a venue 4. Book some good speakers 5. Plan 6. Approach sponsors 7. Market, market and market 8. Be the expert 9. Get their contact details 10. Do it right

16. ORGANIZING STEPS OF WORKSHOP Define your objectives for the teaching session. 2 . Find out which your audience will be. 3. Determine your teaching method and design the appropriate workshop activities. 4 .Introduce the group members to you and to each other. 5 .Outline your objectives for the teaching session 6 .Create a relaxed atmosphere for learning

17. 6 .Create a relaxed atmosphere for learning. 7 .Encourage active participation and allow for problem solving and/or skill acquisition. 8 Provide relevant and practical information 9 Remember principles of adult learning. 10 Vary your activities and your style. 11 Summarize your session and request feedback from the group . 12 Enjoy yourself and have fun

18. SYMPOSIUM Symposium is defined as a teaching technique that serve as an excellent method for informing the audience, crystallizing their opinion and preparing them for arriving at decision regarding a particular issue or a topic.

19. Symposium method Decide on the symposium topic. Pick a symposium name Consider your budget. Obtain additional sponsors. Decide on major speakers. Give students, postdocs, and junior faculty a chance to shine. 

20. Decide on a schedule and draft a program. Use local connections. Be organized and follow up. Make sure everyone knows what to do Recruit volunteers. Advertising is crucial for a successful symposium

21. Design a symposium website. Set a deadline for registration and abstracts, and keep a final headcount. Thank everyone and obtain feedback.  

22. GROUP DISCUSSION   " Group" is a collection of individuals Who; Have regular contact and frequent interaction. Work together to achieve a common set of goals.

23. The Process of a Good Discussion Focus Clarity Validity Scope Interest Progression Participation Pattern

24. SUPERVISED STUDY Teacher gives certain amount of works to the students. Teacher guide the students in their work . Maxel and Kilzer defined supervised study as ‘‘ the effective direction and oversight of the silent study and laboratory activities of the pupils.’’

25. Skills Developed by Supervised study Skills as how to read study materials Skills as to how to use encyclopedias Skills as to how to use dictionaries. Skills as to how to use maps, atlases, indexes, and almanacs. Skills as to how to read graphs.

26. Requirements of Supervised Study   A big hall Comfortable seating arrangements.  Study materials.   Assignments and  A self evaluation chart.

27. Organization of Supervised study   Extra class A Special teacher plan Double period plan   Divided period plan     Library period plan Extra period plan

28. Objections to supervised study Bright pupils are not helped under this method. Lengthened school day is not possible. It will increase the cost of education. It depends too much on enthusiasm and initiatives of students. It destroys the supremacy of teachers ..

29. MICROTEACHING Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting Micro-teaching is a scale- down sample of teaching

30. It provides teachers with practice for teaching in which the normal complexities are reduced in terms of Length of the lesson. Number of students Scope of the lesson Class time

31. FEATURES OF MICRO-TEACHING: 1. Micro-Element 2. Teaching Skills and Teaching Strategies (i) Pre-Instructional Skill (ii) Instructional skills (iii) Post-Instructional skills 3. The feed-back Element a) Oral feedback by the supervising teachers. (b) Observation schedules filled in by the peer group participating in the micro-lesson. (c) Audio-tape recording is a source of accurate feedback. (d) Video-tape recording provides the most accurate and powerful source of feedback

32. 3. The feed-back Element. a) Oral feedback by the supervising teachers. (b) Observation schedules filled in by the peer group participating in the micro-lesson. (c) Audio-tape recording is a source of accurate feedback. (d) Video-tape recording provides the most accurate and powerful source of feedback

33. 4. Safe Practice Ground 5. The Teaching Models

34. Collaborative strategy Collaborative learning or cooperative learning so the sometime called small group learning. is an instructional strategy in which small group of students work together on a common task.

35. Steps of Successful Collaboration   Determine all key stakeholders. Establish clear roles. Identify the basic elements. Develop your concept. Tackle the content. Dress the visual design. Allow time for development

36. VIRTUAL LEARNING

37. A virtual classroom is an online learning environment that allows teachers and students to communicate, interact, collaborate, explain ideas .

38. Design An Effective Virtual Training 1 .Do Your Research 2 .Think in Advance 3.Know Your Audience 4 .Spread the News 5 .Follow the “KISS” Principle 6 .No Information Overload 7 .Make It Multi-Platform 8 .Raise Provocative Issues 9 .Highlight What’s Important 10. Support the Community