Unit – 3 Teaching learning process A3.pptx

HUMAN LEARNING AND INTELLIGENCE

1. Unit – 3 Teaching learning process 3.2 stages of teaching : Plan , IMPLEMENT,EVALUATE ,REFLECT R.SUVEETHA B . Ed - ID

2. STAGES OF TEACHING : Stages of Teaching : The stages of teaching means series of activities that are caried out by a teacher in his act of teaching in real teaching-learning situation. The stages of teaching is aimed to achieve certain teaching objectives. Therefore, teaching as a job of the person called teacher may involve a number of teaching acts or operations which need systematic planning and careful execution. In doing so, the teaching has progress in some sequential and organized steps. These steps are known as phases of teaching.

3. FIRST STEP – 1 PLANNING Planning stage is called the pre-active phase of teaching. It is the beginning of the teaching task. It is very important because a good planning makes the task of the teacher smooth, functionable and successful. There are two major steps involved in the phase, namely 1. Establishment of some kind of goals or objectives. 2. Discovering ways and means to achieve these objectives.

4. Operations and activities concerning the planning phase may be summarized as follows: A logical first step in planning for any teaching is the attempt made by a teaches for the establishment of certain goals or objectives. Accordingly, he formulates, in detail, the specific instructional or teaching objectives and writes them in a proper way in behavioural terms. How can the stipulated objectives be effectively achieved is a thing to be decided in the second step of the pre-active phase. consequently , planning is done for taking decisions about the following aspects : Choice of the content to be taught or learning experience to be given. The organization or sequence of the context or material. Consideration about the principle and maxims of teaching. Decision and planning about the proper use of teaching aids. Choice of methods, Technique and strategies of teaching. The duration, place and management of classroom teaching. Decisions about the evaluation tools. 3. In short, in the pre-active phase, a teacher has to checkout the details of his journey that he wants to perform in the classroom along with his students.

5. SECOND STEP – 2 IMPLEMNTING The second phase of teaching is called the interactive or implementation stage. It is concerned with the implementation and carrying out what has been planned or decided at the planning stage. It is the stage for actual teaching, success or failure of which depends on the degree and quality of the classroom interaction between the teacher and pupils. The major activities undertaken in this phase may be grouped as . Perception D iagnostic Reaction processes

6. Perception in Teaching When a teacher enters the classroom, both the teacher and students try to understand each other. The teacher observes the classroom environment, thinks about his teaching skills, and plans how to teach effectively. The students also observe the teacher’s personality, behavior, and teaching style to understand how they will interact and learn. This mutual understanding helps create a good learning environment where both teachers and students can communicate and engage better.

7. 2. Diagnosis in Teaching : Both the teacher and students need to understand each other’s abilities and behavior for effective learning. The teacher checks students’ knowledge, skills, intelligence, interests, and learning styles. He does this by asking questions, observing their behavior, or giving small tasks to see how they respond. The students also observe the teacher through what he says and does to understand his teaching style and expectations. This process helps both the teacher and students interact better and make learning more effective.

8. 3 .Reaction Process in Teaching : In a classroom, both the teacher and students interact through actions and reactions. The teacher makes important decisions about how to teach, what activities to use, and how to give feedback. He chooses the right methods and strategies based on students' needs and the learning environment. The students also need to learn how to respond correctly to the teacher’s instructions, questions, and teaching methods. This exchange of actions and reactions helps create effective verbal and non-verbal communication, making the classroom a better place for learning.

9. THIRD STEP – 3 EVALUATING The third stage of teaching is the post-active phase , which focuses on evaluation. The teacher first reviews the learning objectives. They check how much students have learned and how their behavior has changed. This can be done through tests, quizzes, or by observing students' responses and actions. The teacher chooses the best method for evaluation. The results help both teachers and students improve their teaching and learning. This process ensures better learning outcomes.

10. Post-Active Phase of Teaching (Evaluation Stage) Checking Learning Objectives The teacher reviews whether the learning goals were achieved. Based on the results, they decide if any changes or improvements are needed. Reviewing Content & Organization The teacher checks if the content was well-structured and understood. They decide whether to re-teach or introduce new topics. Evaluating Teaching Methods & Materials The teacher assesses teaching techniques and learning aids. If needed, they make improvements for better understanding. Assessing Classroom Environment The teacher reviews how the classroom setup and learning conditions affect students. Necessary adjustments are made to improve learning.

11. FOURTH STEP – 4 REFELECTING In teaching, reflection is a very important aspect because it helps improve learning and teaching. Not only this, but the professional standards for teachers, tutors, and trainers in the lifelong learning sector state that those working in the sector should value reflection and evaluation of their own practice and their continuing professional development (CPD) as teachers. 2.In addition, their professional knowledge and understanding include ways to reflect, evaluate, and use research to develop their own practice and to share good practices with others. As part of their professional practice, they should share good practice with others and engage in continuing professional development (CPD) through reflection, evaluation, and the appropriate use of research.

12. Reflection is a powerful tool for growth. It's: Deliberate: We consciously choose to reflect. Purposeful: We have a reason for reflecting, a goal in mind. Structured: We often use a framework or process. Link between theory and practice: We connect what we know with what we do. Focused on learning: We aim to gain new insights. About change and development: We want to improve . Reflection helps us understand complex ideas by revisiting our existing knowledge, understanding, and even emotions.

13. Reflection in Teaching Reflection is crucial for teachers because it helps us: Understand learners: Recognize individual needs and abilities. Every student is unique and interprets things differently. See ourselves as students see us: Develop empathy and awareness of our impact. Encourage student reflection: Guide students to analyze and improve their own learning. Develop emotional intelligence: Consider feelings as part of the reflective process. REFLECTION = IMPROVEMNT

14. Improved Learning Outcomes Increased Student Engagement Better Assessment of Learning Clear Learning Objectives Development of Critical Thinking Skills Improved Classroom Management WHAT DO WE GET IF WE FOLLOW THE STAGES OF TEACHING ?

15. THANK YOU