Scholar Updates: Making New Connections - Google Scholar Blog

Scholar Updates: Making New Connections - Google Scholar Blog

CRITERIA FOR WRITING INSTRUCTIONAL OBJECTIVES (SIO and GIO)

GENERAL INSTRUCTIONAL OBJECTIVE (GIO)

It is based on Entry and Terminal behaviour.

Criteria for writing GIO:

1.      The statement of objective should contain non-active verb:

                  For Example: 

                        1. The pupil acquires the knowledge of the structure of the flower.

2. The pupil applies the knowledge to classify flowers based on sex, size, shape, colours, etc.

                        3. The pupil develops the skills of drawing and labeling.

Here the verbs ‘acquires’, ‘applies’, and ’develops’ are non-active verbs which we cannot measure or observe directly. 

2.      The statement should indicate a worthwhile objective:

By worthwhile/valuable objective what we mean is that the objectives is directed towards desirable progressive changes and could be achieved by way of teaching.

3.      The statement should be in the form of student’s achievement and not in the form of teacher’s intention/purpose:

For Example, it is not advisable to write: ‘To develop understanding about functions of various parts of flower among the pupil’. It is better to write as “The pupil develops the understanding about functions of various parts of the flower” 

4.      The objective should be written in the form of the achievement of every single learner and not in the form of achievement of a group of learners:

For Example, it is advisable to write as “The pupils develop the skills of drawing and labeling”. Instead of it is better to write as “The pupil develops the skills of drawing and labeling”.

5.      The statement of objective should contain only one ability to be developed or achieved or modified:

For Example, to write ‘the pupil acquires and applies his knowledge to classify the flowers’ is wrong usage. A better version of it is:

                        1. The pupil acquires the knowledge of the structure of the flower.

2. The pupil applies the knowledge to classify flowers based on sex, size, shape, colours, etc.

SPECIFIC INSTRUCTIONAL OBJECTIVE (SIO)

It refers to the observable and measurable behavioural changes as a result of realizing an objective. It is also called performance objective, behavioural objective, and measurable objectives. It is the behavioural modification part. The specific instructional objectives are written in behavioural terms / for behavioural modification.

Criteria for writing GIO:

1.      The statement of specification should contain an action verb:

                  For Example:

                        1.  The pupil recalls the parts of the flower.

      2.  The pupil identifies the main parts of flower

Here the verbs ‘recalls’, and ‘identifies’ are active verbs which we can measure or observe directly. 

2.  The statement of specification should contain two parts: Modification      part and Content part:

         For Example, in the specific objective, the pupil recalls the function of the flower; recalls is the modification part and function of the flower is the content part.

3.   The other criteria which are applicable to statement of GIO are applicable here also:

      They are:

a.      The statement of specification should indicate a worthwhile/valuable specification.

b.      The statement of specification should be in the form of pupil’s achievement.

c.       The statement of specification should be written in the form of the achievement of every single learner.

d.     The specification should contain only one behaviour to be developed or modified.

e.      The statement of specification should reflect the general characteristics warranted/necessary namely specificity, observability and measurability. 

SPECIFIED BEHAVIOURAL PART WORDS

Knowledge: recalls, recognizes, knows, reminds, states, shows, observes, remembers, memorizes, identifies, recollects, defines, etc.

Understanding: grasps, understands, comprehends, distinguishes, selects, isolates, detects, compares, illustrates, realizes the importance, explains, extends, sees the relationship, observe the differences, gives examples, rewrites, matches, interprets, classifies, rectifies, verifies, identifies the relationship, locates, contrasts, enumerates, explains, describes, prepares, generalizes, comprehends, figure outs, relates, find outs, categorizes, sees, discovers, etc.

Application: gives reason, applies, infers, computes, predicts, calculates, suggests, demonstrates, modifies, uses, solves, workouts, adopts, evaluates, estimates, criticizes, justifies, utilizes, concludes, operates, analyses, syntheses, recites, discusses, displays, etc.

Skill: draws, constructs, dissects, appreciates, skills, writes, judges, concludes, fastens, fixes, grinds, heats, mixes, mends, measures, makes, builds, creates, expresses, detects, discovers, designs, tells, listens, practices, acts, reads, speaks, prepares, solves, respects, organizes, collects, admires, produces, generates, assembles, manufactures, formulates, senses, composes, crafts, etc.              

TEAM TEACHING

Introduction

Team teaching is a method to utilize the teachers in the maximum for the different roles. It is an effort to secure better cooperation from the teachers with an intention that team approach gives better results. It has been realized that the team effort can provide better education for the students. It is applicable to all the levels of the schools.

Team teaching was first developed in 1955 at Harvard University. In Britain it was developed by J. Ereeman in 1960.

Definition

• Team teaching is an arrangement whereby two or more teachers with assistants plan, instruct and evaluate cooperatively two or more class group in order to take advantage of their respective special competencies as teachers – J. Lloyd Trump.

• Team teaching is a form of an organization in which teachers decide to post resources, interest and expertise in order to devise and implement the scheme of work suitable to the need of their pupils and facilities of their school – David Warwick.

• Team teaching is a type of instructional organization involving teaching teams and the students assigned to them, in which two or more teachers are given responsibility, working together, for all or a significant part of instruction of the same group of students – Judson T. Shaplin.

 Characteristics

• More than one teacher participates in this method of teaching.

• It is based on the cooperation among the teachers; all the teachers are participating in the teaching and apply their resources, abilities and experiences.

• All the teachers are participating with the full cooperation and they are considering the pupils needs and interest in the execution and evaluation of their teaching.

• One topic from the subject is taught by the various teachers in various aspects.

• Isolation among the teachers is removed by this and makes the teaching learning process as effective.

• Entire responsibility does not fall on the one teacher but that are shared by the others too.

Principles

1. Time Factor

            The duration of the teaching should be divided on the basis of the importance of the content. Important topic gives much time than the unimportant one; otherwise it makes the team teaching as ineffective.

2. Level of Instruction

            Before going to teach the level, interest, entry behaviour of the learners must be observed. After that only the level of instruction will be formulated according to the learners.

3. Supervision

            The type and method of supervision depend on the objectives of the group. Therefore, the objectives of the group must be kept in mind at the time of supervision.

4. Size and Composition

            The fixed size of the class is an old story now. In the present times the size of the group changes according to the objectives of the team teaching. Therefore, the size and composition of the group of the pupils should be appropriate according to the objectives of the group and learning experiences.

5. Appropriate Duties assigned to teachers

            The division of the duties and responsibilities of the teachers should be appropriate. These duties should be assigned to them according to their academic merit, interest and their personality traits. Hence, the team members should be selected very carefully.

6. Provision of Learning Environment

            The team teaching is successful only if a proper learning environment is provided, with provision of library, laboratory, workshop etc.

Types

1. Team Teachers from a Single Department

            In such classification, teachers come from a single department. This arrangement is made for secondary and higher secondary classes. It is possible only if there is more than one teacher for one subject.

2. Team Teachers from Various Departments of Single Institution

            In this classification, a team of teachers of different subject is formed such as teachers in Botany, Zoology, Physics and Chemistry. Now the teaching task is organized very easily, because from the same institution. Thus, it encourages interdisciplinary teaching.

3. Team Teachers from a Single Department of Various Institutions

            In such team teaching, specialists from various institutions are invited at every level and for every topic. This provision proves much useful where there one subject teachers. Such team teaching encourages cooperative teaching. The effective use of this team teaching becomes more possible in a city where there are more than one training institutions.

Advantages

• It develops the Better quality of instruction.

• It is economical in terms of time and energy.

• The students can learn deeper and broader.

• The students can face many specialists and get the specific knowledge in different aspects.

• It develops strong will and responsibility of participating among the pupils and teachers.

Disadvantages

• It is a costly method.

• It requires more accommodation, rooms and furniture.

• Lackness in the division of powers and responsibilities of the teachers

• Lack of Flexibility

• Conflict and diversification between the views of the teachers

• Variations in the roles of teachers

QUALITIES OF A GOOD SCIENCE TEACHER AND IN-SERVICE TRAINING

INTRODUCTION:

            The Quality, competence and characteristic of teachers are undoubtedly the most significant in the different factors which influence the quality of education and contribution to national development.

            A teacher should possess the following basic qualities.

                        T          -           Truthful/Talented

                        E          -           Enthusiastic

                        A         -           Aptitude/Affectionate

                        C         -           Clear thinking/Character

                        H         -           Honesty

                        E          -           Empathy/Encourage

                        R         -           Regular/Rational thinking

WHO IS A GOOD SCIENCE TEACHER?

1.  Being a good citizen, a science teacher fulfils all his duties.

2.  He is related to all the aspects of society.

3.  A good science teacher teaches the theoretical, experimental and practical aspects  

     of every subject.

4.  A good science teacher is familiar with the techniques of evaluation to evaluate  

     his students correctly.

5.  A good science teacher is expert in organizing exhibitions, science fairs and other

     activities for the pupil of school and community.

TRAITS OF A SCIENCE TEACHER:

1.  Complete common over the subject

2.  Zeal for the subject

3.  Proper preparation

4.  Sufficient Self-control

5.  Detailed knowledge of the child

6.  Knowledge of parental behaviour

7.  Sharp intellect.

CREED OF SCIENCE TEACHER:

1.  I am a teacher by choice and not by chance.

2.  I believe in India

3.  I dedicate my life to its development and advancement of its people.

4.  I realize that, I am a part of the school system.

5.  I will work in harmony with school authorities and other teachers of the school.

SOME MUST FOR A SCIENCE TEACHER:

1. He or she must change according to the need of community, level of students, problems of community, the availability of time and examinations.  In this reconstructing, the co-operation of students should also be take.
2. He must select proper audio-visual aids, all apparatus and make use of them correctly and completely.
3. He must have clear and novel knowledge of the subject.
4. He must have a positive attitude towards school management teaching and students.

PROFESSIONAL ABILITY OF SCIENCE TEACHER:

1. Participating in community workshops, in-service training course, workshops meetings, conferences etc.,
2. Having information of various new research developments.
3. Subscribing to good books, magazines, bulletins and newspapers for the library and study them.
4. Listening to and watching various programmes based on science on the radio and T.V.
5. Having good knowledge of other schools, colleges, universities, research institutes and regional laboratories and acquire knowledge.

SCIENCE TEACHER’S ATTITUDE:

1. Open – minded person in his approach.
2. Experiment – minded.
3. Systematic in his deeds.
4. Confidence in him.
5. Becomes very curious.

BIO – DATA OF SCIENCE TEACHER:

BASIC ACADEMIC QUALIFICATION:

            The basic academic qualification laid down by the Education Department Secondary schools science teachers should have a B.Sc., Degree and for the higher secondary a M.Sc., Degree.

TRAINED IN MODERN METHODS AND TECHNIQUES:

            A science teacher should have a B.Ed., degree from a recognized university.  A science teacher should be trained in

      1.  Classroom teaching method.

      2.  Unit planning and lesson planning.

      3.  Laboratory organization and management.

      4.  Science club activities and co-curricular activities.

      5.  Museum techniques.

      6.  Maintenance and use of science laboratories.

PRACTICAL KNOWLEDGE OF CHILD PSYCHOLOGY AND OF THE PROCESS OF LEARNING:

            The teacher should have a knowledge of child psychology so that, he may guide the students according to their interests, capabilities and help in educational, vocational and personal problems.

SCIENCE TEACHER’S DIARY:

            Every teacher should own a diary to make his work systematic and orderly contents of science teacher’s diary.

1.      The time-tables of various classes.

2.      The syllabus.

3.      The scheme at work.

4.      Record of student’s work.

5.      Activities of science club etc.,

6.      Home work to be allotted.

IN-SERVICE TRAINING:

      Secondary Education Commission (SEC) advocated provision for in-service training for professional growth of teacher through the following.

SEMINARS:

            Teachers can attend seminars in science and other subject.  It can be held on co-curricular activities new techniques for teaching science curriculum improvement etc.,

WORKSHOPS:

            Workshops are a bit different from seminars in their more practical approach.  Workshop can be easily arranged on lesson.  Planning, curriculum best construction etc., the work is distributed among groups of various participants and there groups discuss it intensively.

REFRESHER COURSES:

            Refresher courses acquaint the science teachers with the latest developments and researches in the field of particular subject.  The experts on the subject offer their service.

STUDY OF PROFESSIONAL WRITINGS:      

            Science teacher can study various publications by NCERT.  Extension service Departments of college of Education can keep their knowledge refreshed.

SCHOOL PROGRAMMES:

            Club meetings, exhibitions, experimental projects, demonstration lesson and extension lectures also add to the knowledge of science teacher.

SCIENCE TEACHER’S STUDY GROUP:

            Science teachers from various schools of districts can have a monthly meeting where they can discuss various problems and share their experiences on method hobbies and other activities relevant to the subject.

CONCLUSION:

            The science teacher plays the vital role in spreading scientific knowledge and building up habits of thought and action and thereby making the teaching of science efficient and effective.

           

                                                “A poor teacher tells

                                                An average teacher explains

                                                A good teacher demonstrates

                                                And a great teacher inspires”

DEVELOPING YEAR PLAN, UNIT PLAN

INTRODUCTION

            Planning is a major requisite for successful completion of any job and so is the case of teaching.  Before undertaking a teaching-learning activity it is necessary that a teacher gets familiar with the content to be taught /discussed.  Planning can be undertaken at three levels.

                        *           The Year Plan (Annual Plan)

                        *           The Unit Plan

                        *           The Lesson Plan

YEAR PLAN

            The division of Syllabus for whole of the year is a Year Plan.  Year Planning is a long term planning of the instructional process.  At the beginning of the academic year, all teachers make a plan for organizing the year’s work.  The annual plan should be flexible and allow the teacher to make necessary changes as and when required.

ESSENTIAL FACTORS INFLUNECING THE YEAR PLAN

*          The number of units to be taught in the Subject:

            It is the first duty of the teacher to divide the Subject matter into Suitable units.

*          The Objectives to be realized:

            The Objectives related to knowledge, understanding, application and skill have to be identified for each unit, Since Objectives help in providing direction for teaching.

*          The arrangement of topics:

            The teacher has to arrange the units/topics in accordance with Sound psychological principles like simple to complex etc.  Also, the teacher should be able to correlate her teaching with other subjects to avoid overlapping, duplication or time lag.

*          Methodology to be adopted:

            An innovative teacher could plan for student’s project work in the academic year with a bouquet of methods available at the disposal of the teacher.  She can think of using demonstrations, individual laboratory work, assignments, Seminars; and all these activities have to be pre planned.

*          Resources available:

            To provide varied learning experiences, the teacher should be able to identify available apparatus, If not, She can think of improvisation of procuring necessary aids.  The planning thus depends of the availability of resources.

*          Time available (For teaching)

            The teachers past experience, discretion and local conditions should help in making decisions regarding timeframe, allotment of periods to different subjects.

*          Time required (For testing)

            The planning should also have the provision for conduct of tests and examinations.  Since evaluation is an important component of teaching learning process.

STEPS IN THE YEAR PLAN

Divide the content into units and sub-units

            The following figure represents steps to be followed while preparing the year plan.

 

 

Importance of Annual Plan:

            *           The Year Plan helps the teacher in smooth conduct of the teaching activity.

            *           The entire syllabus to be covered in a year is divided into terms/months/weeks/period.  Since content is divided into simple logical units and sub units and the topics are subdivided into periods, it helps in easy preparation for the clauses.

            *           It helps in deciding allotment of periods required for teaching different units.

            *           The Year Plan helps in planning curricular and co-curricular activities like excursions, discussions, debates and workshops.

            *           Methodological year planning leads to effective teaching.

UNIT PLAN

INTRODUCTION

            A unit includes the procedure of Presentation of the Subject-matter.  It is a block of Subject-matter.  It is both a block of content as well as method.  The unit plan with teaching unit may include the use of other methods like laboratory, project, recitation methods etc.  unit planning is a middle stage between year and lesson planning.

            Unit method was propounded by H.C. Morrison in 1871-1945.  He was in Chicago University.

Unit Plan

            “A unit is a large a block of related Subject-matter as can be over viewed by the learner”                                                                                                                       - Preston.

            A unit is an “Outline of carefully selected Subject-matter which has been isolated because of its relationship to pupils needs and interest”.                    - Samford.

Characteristics of good unit plan

i)          It should have clear and well defined aims and objectives.

ii)        Teaching aids to be used should be appropriate and very clear.

iii)       It should be complete integrated whole in the Organization.

iv)       It should provide activities for students.

v)         Flexibility to provide for individual differences.

vi)       It should be correlated with other subject and daily life experiences.

vii)      It should be based on principle of psychology.

viii)     Provides for project, field trips etc.

ix)        Can be completed with in the time limit.

Steps involved in Developing a Teaching Unit

                                    Motivation/preparation

                                   

                                    Assessing previous Experiences

           

                                    Presentation of New Experiences

                                    Organization of Learning Experiences

                                    Closure: Summarization of

                                    Learning Experiences

                                    Review, Drill and Evaluation

*          Preparation Cors Motivation:

            It is to motivate the students for learning Motivation is provided by the teacher from outside in natural and self directed manner.  It is not only required in the beginning but throughout the lesson.

*          Assessing Previous Experience:

            The unit must start with the pupils where they are the background of students should be questioned.

*          Presentation:

            In this step new experiences are given to the students.  The subject-matter is presented to students with the help of aids or direct or indirect experiences which they easily digest and assimilate.

*          Organization of learning:

            The students should get opportunities to bring their learning together so that they may establish relationship between the new experiences and assimilate them.  It may be in written or verbal from.

*          Summarization:

            The whole content is summarized at the end of each unit.  Organization and summarization go together.

*          Review and Drill:

            During the whole process of teaching unit there is probability that some part of teaching comprehended.  So some learning experiences require repetition which I called drill.  Hence review and drill may be required at a number of places during the lesson.

*          Evaluation:

            It is the step where teacher comes to know what the students have achieved and what they have not.  It is mainly evaluation.  It may be in any form coral or written tests after short intervals.  The final test at the unit is given to given grades to the pupils an also evaluate the effectiveness of teaching.

Criteria of a Good unit / How to plan a unit

i)                   It should be suitable to the needs, Capabilities and interests of the learner.

ii)                 It should integrate the previous experiences to the present experiences.

iii)              It should permit a Varity 08 field trip, experiments, demonstrations and projects etc.

iv)               It should take into account the previous experiences and background of the pupils.

v)                 It should provide for new experiences which the students have not done before.

vi)               The material of the unit should consist of familiar and related topics, and not as remote and strange one.

vii)            It should be flexible so as to allow the above average pupils to go beyond the limits of the unit.

viii)          It should be related to the physical and social environments of the pupils.

ix)               It should help  in satisfying the future needs of the student.

x)                  It should be a part of a sequence that permits growth from year to year.

xi)               It should be the result of the co-operative planning of the teacher and pupil as far as possible.

xii)             The length of the unit should be such as to maintain the interest of the student up to the last.

Advantages of unit planning:

*           It breaks up the entire work in to small sections, small enough so that pupils can easily group the scopa of there during the observation.

*           It helps in classifying the general and specific objectives of teaching.

*           It helps to cater to the needs, nature and aptitudes of the students.

*           It helps in saving time and planning work effectively.

*           It develops self-confidence among students for it evolves opportunities for meaningful experiences where in they can organize and review their learning.

Disadvantages of Unit planning:

            *           It requires committed and hard working teacher,

            *           It increase the work of a teacher

            *           Difficulty sets in when topics are unrelated and ansystematically

arranged.

            *           Evaluation becomes a difficult process.

Format of a unit plan

Proforma I

Subject                                              :                       Class               :

Name of the unit                             :

Major objectives of the unit            :

S.No.	Concepts (Topics)	No.of.Lesson Required	Time Required	Content (Scope)	Procedure	Teaching Aids	Evaluation

            After completion of proforma 1 a detailed and plan is proforma2 be prepared.

Proforma 2

Subject                                               :

Class                                                   :

Name of the unit                              :

Major objectives of the unit            :

Lesson No                                         :

S.No.	Sub Concepts	Behavioral objectives	Procedure Teaching – Learning activity	Evaluation

Format of a year plan

School                                                            :

Subject                                               :

Class                                                   :

Total number of periods allotted  :

S.No.	Month	Unit/ Sub/ Units	Broad Objectives			For Teaching	For Testing	Curricular co-curricular activities
			Cognitive Domain	Affective Domain	Skills

Conclusion:

            Planning is necessary for all the activities in our life.  Preplanning is a step for successful result.  Year plan and unit plan are vital for all educational Institution.

Reference :

            i)          M.S.Kanwalijit Kaur, Modern Approach to Teaching Science,

                        Tandon Publication, Ludhiana

            ii)        Dr. Vanaja M.Methods of Teaching physical science, Nedkamal

                        pupblication, P.V.T.Ltd.,

            iii)       Arij Soni, Teaching of physical science, Tandon Publicaiton, Ludhiana.

            iv)       Dr.K. Sivarjan, Prof.A.Faziluddin, Science Education, Methodology of

Teaching 4 pedagogic analysis.

Micro Teaching

Introduction:

            Teachers are not born only but they can be made.  Allen (1963) develops Micro teaching instead of developing teaching Behaviours, teaching activities etc.  These teaching behaviours (or) teaching activities are given the name “Teaching skills”.

Definitions:

            D.W. Allen (1966)

                        Micro teaching is the scaled down teaching encounter.

            K.K. Passi & M.S. Lalitha (1976)

            Micro teaching is a braining technique which requires student teacher to teach a single concept using specified teaching skill to a small number of pupils in a short duration of time.

            N.K. Jangira & Ajit Singh (1982)

            Micro teaching is a scaled down teaching encounter (or) miniabured class room teaching.

Microteaching cycle:

            It includes following essential steps.

Defining a specific skill :

            The first step of microteaching is defining the specific skills.  Some specific skill is defined in the form of teaching behaviour & the knowledge of this defined skill is provided to the pupil teacher.

Demonstration of the skill:

            The skills are demonstrated through the Micro-teaching lesions.  This demonstration is done either by the teacher (or) Video – Programme of that skill is screened.

Micro – Lesson Plan:

            In this step the pupil teacher prepares micro lesson plans concerning some specific skills training or by using that skill.

Teaching to a small group:

            Here the pupil teacher teaches small group of students. This group consists of 5 to 10 pupils.  The teaching task of the pupil teacher is video Recorded.  If there is no provision of video – any teacher educator can supervise.  The teaching task of the pupil – teacher.  When teaching is finished lesson is criticized by the teacher educator.

Feed Back:

            The information & suggestions provided to the pupil teachers are known as feedback.  In the absence of feed back evaluation of microteaching has no meaning.

Re-Planning, Re-teaching & Re-evaluation:

            On the basis of feed back given, the pupil teacher re-plans lesson, then the re-teaches the re-planned lesson.

Duration of Microteaching Cycle:

            Teach                          -           6 minutes

            Feed back                  -           6 minutes

            Re Plan                      -           12 minutes

            Re teach                     -           6 minutes

            Re feed back             -           6 minutes

            Total                           -           32 minutes

Micro teaching cycle :

B.K. Passl

                                                            Teach

                                    Re-feed back                 Feed back

 

                                        Re-teach                      Re-plan

Advantages of Micro Teaching

1.       It is useful for developing teaching efficiency in pre-service & service teacher education programme.

2.       It can be either in real class room conditions or in stimulated condition.

3.       The knowledge & practical of teaching skills can be given by the use of microteaching.

4.       It is a training device for effective teaching.   Teaching behaviour can be modified.

5.       It is an effective feed back device for modification of teaching behaviour.

6.       It permits increased control & regulates teaching practice.

7.       It is a successful method of individualized training.  It reduces normal class room complexities.

8.       Features of Micro – teaching

·         It is a real teaching & focused on developing teaching skills.

·         It is scaled down teaching.

·         To reduce the size of the topic

·         To reduce the teaching skill

·         It is highly individualized training device

·         Provides the feed back to trainees

·         Prepare effective teachers.

·         To reduce the class size 5 to 0 pupils.

Limitations:

1.      Micro teaching tend is reduce creativity of teacher

2.      It’s applications to new teaching practices is limited

3.      It is very time consuming technique

4.      Microteaching laboratories are expensive

5.      It needs expert for practice.

6.      It can note be used alone so it not complete.  It can be used along other techniques stimulated teaching etc.

7.      Video, Tape recorder is expensive which are used in it.

Skill of probing Questions:

            This is the skill required in applying the technique of effectively dealing with student response for going deep into their knowledge.  Questions calling for such original & deep level responses are qualified as “Probing”.

Components of the skill:

Prompting:

            When there is no response or incorrect response teacher gives hints or clue for leading the pupil to the desired correct response.

Seeking further information:

            If the initial response of the pupil is partially correct or incomplete, teacher helps the pupil to clarify or elaborate (or) explain the response by asking subsidiary questions.

Increasing Critical awareness:

            The teacher asks ‘Why’ & ‘How’ of a response for increasing Critical awareness in pupil.

Redirection:

            The teacher is asking the same question to another pupil for increasing the pupil’s participation.

Advantages:

            It makes the students independent.

            It reduces the normal class room complexities

            This method improves the interaction between the teacher & pupil.

Disadvantages:

            It is time consuming method.  We can not cover whole syllabus at a particular time,

            It is very expensive.

Sill of explaining:

            Explaining is the skill by which teacher can clearly bring out exact meaning of a concept or an idea & also can arrive at relationships among various concepts, events & ideas.  Generally a teacher explains when he describes ‘how’ ‘why’; & ‘what’ of a concept, phenomenon (or) event.

Components of the skill:

            Cognitive link

            Use of illustration

            Comparing & Contrasting

            Meaningful Repetition

Cognitive link:

            It is a process of sequencing the ideas this skill uses the maximum of knowledge from known to unknown.  The known concept is linked with unknown (or) complex.

Use of illustration:

            It refers to example given for making the students to understand the concept.  The illustration may to diagram, simple problem etc.

Comparing & Contrasting:

            In order to help the students learn the concept accurately has to compare the relative concept.

Meaningful Repetition:

            The points are replaced to concept.  Repeating may be in the form of questions & answers.  The purpose or repeating into makes the students to ideas in their mind.

Conclusion:

            Micro teaching is considered as a mechanism of feed back device for the modification of teacher trainees.  It is a effective method teaching.  By using these all Microteaching skills in teaching gives a controlled environment.  But this method is very expensive & also it is a time consuming method.

            Proper use of these skills gives a perfect (or) effective teacher.  This effective teacher develops the effective students.

Reference:

1.      Dr.K. Sivarajan & Prof.A. Faxiluddin, Science Education, Methodology of teaching & pedagogic Analysis.

2.      Ms. Kanwaljit Kour, Tandon publications, Ludhiana, Modern Approach to teaching of Science.

3.      Dr.S.P. Kulshrestha, Teaching of Biology.

           

LECTURE METHOD

Lecture means teaching a lesson in the form of speech or talk.  The teacher delivers a lecture on a particular topic and the students keep listening in an idle manner.  It is useful at the higher level classes.  The information can be given regarding the content of the topic but the students cannot be motivated to attain knowledge themselves and they cannot be made capable to make use of the acquired knowledge.  This method is generally followed in the colleges and departments of universities.  It is the most commonly and traditionally used method through ages at the higher education stage.  It is mostly a teacher centered and expository method involving one way communication and transmitting good quantum of knowledge or subject matter to a large number of individuals.  The advantages and limitations of this method may be discussed here for providing necessary insight and guidance to teachers.

            It is an oldest teaching strategy given by idealism philosophy.  It is still most important teaching strategy in our schools.  It is one of the autoerotic teaching strategies.

Focus

            It may be used to achieve the cognitive and affective objectives.  Lecture can be used to realize the highest order of cognitive objectives.

Structure

            Lecture lays emphasis on the presentation of the content.  Teacher is more active and students are passive participants but he uses question – answer technique to keep them attentive in the class.  Teacher controls and plans for all acts of students.

Characteristics

i)    Imparting good amount of content knowledge

            Since the lecture method is mostly one way communication process and meant for adult learners, a big quantum of content knowledge can be transmitted and may teaching points can be covered through this.  Thus economy of time and energy is ensured in this method.

ii)   Providing better opportunity for clarification of concepts

            While teaching through the lecture method, a teacher knows the background and reception of the students from the attention and interests shown by them.  He can assume and ascertain to what extent they have been able to appreciate and understand.  Accordingly, he can clarify the difficult points or repeat the point not got by students properly.  Thus he can carry the class with him getting proper feedback.

iii)  Vitalizing dry and dead ideas

            Spoken words are more effective than printed ones.  In a lecture a teacher not only speaks but also changes tone, gestures, postures and facial expressions.  He can thus use various devices for brining in life, blood colour, vivacity and vividness to the dead, dry and dreary material.

iv)   Making presentation more psychological than logical

            A lecture can present the subject matter according to psychological and educational principles and not merely logically as is done in writing textual material.  It, therefore, becomes emotionally appealing and psychologically sound.

v)   Ensuring flexibility and adaptability

            A lecture method can ensure adequate flexibility according to the needs, ability, interests and previous knowledge of the pupils.  A lecture is not just a straight jacket readymade method or material.  It can be adjusted or adapted, suiting to the requirements and capability of students for whom it is intended.

Applications

            The presentation can be made effective but is should be used with great precautions.  Teacher should make use of the teaching aids in the description and explaining concepts.  Developing questions should be asked to make the presentation purposeful and interesting.

Advantages

            i)          The habit of concentration may be developed among the students.

            ii)        It is an economical teaching strategy.  Large subject content may be

taught relatively in small duration.

            iii)       Very high order of cognitive objectives may be achieved.

            iv)       The personality of teacher influences the learner’s personality.

            v)         The new content can be easily introduced.

            vi)       It provides the opportunity to the teacher to use different types of

teaching aids.

            vii)      Teacher can employ his full verbal communication and competency.

            viii)     More number of students can listen and prepare notes.

            ix)        It is a convenient method for the teacher.

            x)         The teacher is always alert.

Limitations

i)          It gives more emphasis on teacher presentation and has no place for the participation the students.

ii)        The strategy can be used in higher classes but it can not easily used in elementary classes.

iii)       Teaching activities are dominated by the teacher and there is no place for student’s abilities, interest and their learning.

iv)       It is not based upon the principle of psychology.  The individual differences are not considered in implementing teaching strategy.

v)         It can not used for achieving the psychomotor objectives and the higest order of affective objectives.

vi)       Usually teacher deviates from the subject – content and teaching points.  Therefore student can not perform well in examination.

vii)      An effective teacher can use this strategy properly, and a teacher should have mastery over the content.

viii)     The students remain inactive.

ix)        The knowledge imparted is temporary.

x)         Experimental part of topic is neglected

xi)        The teacher becomes an orator rather than a teacher.

xii)      The students are not motivated towards learning.

Suggestions for improvements

i)          The language of the lecturer should be simple, easy and comprehensive.

ii)        The developing questions should be asked to make the students attentive in the class.

iii)       The students remain inactive and passive participants, hence the teacher use humours to release their tension and monotony of the class.

iv)       The strategy should be used from secondary level to upward classes.

v)         The teacher should explore their previous knowledge and make the efforts to link with new one.

vi)       The strategy should be question answer technique and appropriate teaching aids, maps, charts, diagrams, pictures etc.

vii)      More stress should be laid on the principle of generalization.

Conclusion

            In lecture method more number of students can listen and prepare notes.  The teacher is always alert.

Reference

            1.  Teaching of Science

                        By

                  Dr.A.B. Bhatnagar

                  Dr.S.S. Bhatnagar

2.      Teaching of Physical Science

By

                  S.P. Kulshreshtha

DEMONSTRATION METHOD

            Experiment demonstration method is very important in the teaching of science.  In this method, both the teacher and taught are active.  The teacher makes a theoretical investigation in the class and proves it.  The teacher performs the experiment while teaching, and the students acquire knowledge by careful observation of the experiment.  The students also put forth their queries and doubts.  The lesson no more remains one-sided, but becomes two-sided and both students and teacher take continuous interest in the topic.  The knowledge imparted for abstract thoughts cannot remain permanent in the learning process, while the knowledge of concrete objects remains comparatively permanent.  This is the reason that the teaching maxim “from concrete to abstract” has been considered to be successful and important formula of teaching.

Necessity of Teaching by Demonstration Method

            Actually biological sciences are practical subjects. So they cannot be taught by speaking by the teacher and listening by the students.  It is necessary that whatever the students learn should be based on experiments.  It can never be imagined for each student to experiment separately and thus gain knowledge by themselves.  In the absence of previous experience, the students have to observe and they have to gain practical knowledge of experimental tasks.  In this situation, the students cannot be made to understand in the absence of direct experience or experiment.  For example, naming different parts of a frog cannot make the students imagine them directly and without any fault.  It would need the demonstration of some frogs in the class room to tell the names of dome of its parts, only then the topic would become clear.  In other words, without demonstration of the object or activity before the students, the teaching of biological sciences is not complete.  So, demonstration is necessary.

Process

            The process of this method is as follows

1.                  Under the demonstration method, the teacher teaches and at the same time shows the relevant experiments practically.

2.                  He demonstrates the object as relevant to his teaching to impart knowledge about its constitution and working.

3.                  The students watch and observe different types of tools, experiments and activities while on their seats.

4.                  The students keep listening to the subject matter by their eyes and listen by their ears.

5.                  It is not a fact that the students remain mute spectators and inactive listeners.  On the contrary, they are given an opportunity to take part in the process actively.

6.                  The teacher keeps asking questions as may be necessary so that the students have presence of mind in the classroom itself.

7.                  The teacher also takes the assistance of the students according to their ability, interest and capability, by which the students take active interest in the process.

Necessity of Demonstration

            The necessity of demonstration is also the more under the following circumstances.

Fear of a terrible situation

            When there is a possibility of the occurrence of a terrible situation if the students experiment then demonstration by an experienced and able teacher is necessity.

Possibility of Damage

            The teacher should himself demonstrate as the experiment tools are costly and the students can commit mistakes and cause damage to them.  For example, instead of giving microscope in the hands of the students of junior classes, it would be necessary to allow them to watch the observable material and bacteria under it.

Necessity of a series of experiments

            It would be prudent to take the help of demonstration method when several experiments have to be carried out one after the other in order to make the topic comprehensible and to save on time and keep the topic continuous.

Sensitivity of instruments

            Some instruments are very sensitive and it cannot be called wisdom to hand over them to the students.  Under this situation too, the demonstration method has to be followed.

Repetition

            The demonstration method has its significance for repetition of the topic rapidly.

Advantages

1.      It is appropriate for small classes.

2.      The experiment is conducted by the teacher so there is no, or less breakage of apparatus.

3.      It is less time consuming

4.      Students learn by seeing and observing

5.      The sight and hearing sense of the students is more active.

6.      The students develop the power of observation thinking and reasoning

7.      The students are able to understand the principles clearly and the knowledge acquired is permanent.

8.      The teaching is effective and if the numbers of apparatus are less.

9.      Comparatively better method

This method takes more time as compared to the lecture method, but it takes much less time than the laboratory method or project method.

10. Justified

            This method can be used to impart similar knowledge to all students of the class.  It has the satisfaction of the teacher being just to all.

Limitations

1.      The students do not get a chance to perform experiments.

2.      Some students are not able to observe properly.

3.      Some times the teacher is not able to perform the experiment properly and this creates a lot of doubts about the subject in the minds of the students.

4.      Only general knowledge about science can be demonstrated

5.      Incomplete

There is no place for ‘learning by doing’ in this method.  So, it is an Incomplete method.

            6.  Activeness of teacher alone

                        In this method, it is the teacher who is active most of the time.

            7.  Students away from experiments

                        The students do not get opportunity for individual experiment and gain skills.  Its cause is that the success of the experiment depends on the teacher.

            8.  Limited knowledge

                        Under this method, only experiment based knowledge is imparted.  They do not gain any skill in the use of laboratory tools and instruments.

            9.  Not much hopeful

                        It is essential for the success of this method that there are less number of students in the class, but this number is quite high in most schools.  Under this situation, teaching by this method cannot be considered to be optimistic.

            10. Neglect of talented students

                        Teaching and demonstration provide knowledge to the students only up to a general level.  The talented students experience as if no particular discussion has taken place before them.  They feel neglected.

Suggestions for improvement

1.       The teacher should practice for performing the experiment successfully himself prior to demonstrating before the students.

2.       The articles required for the demonstration should be kept on the demonstration table.

3.       The aim of the demonstration should be stated before the students.

4.       The students should have previous knowledge of the experiment to be performed, the articles and apparatus being used so that the students do not have problem in understanding the demonstration.

5.       Clarity of objective of demonstration

The teacher should be clear to the objective of the demonstration why it is being conducted.  He should also be well aware of the aims and objectives to be achieved from the demonstration.

            6.  Use of Answer Books

                        The students should be asked to note down the observation and conclusions of the demonstration in their notebooks.

            7.  Importance to one idea only

                        Only one concept or idea should be given importance in the demonstration; presentation of several concepts simultaneously can give rise to suspicion and doubt.

8.  The teacher should use the black board and other teaching aids as and  

    when required along with the demonstrations.

9. The apparatus should be cleaned carefully and kept secure after completion

     of the experiment.

10. Experiment to be short and simple

            The demonstration should not be complicated and long.  The use of

long experiments which take time for outcomes, bore up the students.

11.  After the completion of the experiment, the teacher should discuss the  

       observation an result of the experiment.

Conclusion

            In demonstration method the teacher teaches and at the same time shows the relevant.

Reference

            1.  Teaching of science

                        By

            Dr.A.B. Bhatnagar

            Dr.S.S. Bhatnagar

            2.  Teaching of physical science

                        By

            S.P. Kulshreshtha

Micro Teaching

Introduction:                      

            Teaching practice and teaching programme remain incomplete, if teacher could not learn the art of teaching.  In most of the colleges, training is poorly organized and improperly conducted.  Educationists and psychologists have made efforts to solve these problems.  Properly planned teaching process can improve and produced effective teachers.  Microteaching is one of them which help in improving teaching programme.

            Microteaching is effective in the modifying behaviour of the teacher.  It is postulate of D.G. Ryan’s theory of teacher – behaviour that teacher – behaviour is modifiable.  Various feedback devices are used for modification of teacher’s behaviour.  Main feedback devices are:

           

Ø      Simulated Social Skill training

Ø      Micro – teaching

Ø      Programmed instructions.

Ø      Interaction Analysis.

Ø      T. Group Training.

Out of these, Microteaching is most important development in the field of teaching practice.

Definitions of Microteaching:

Ø      Microteaching is a scaled down teaching encounter in class – size and time-D.W. Allen.

Ø      Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specific teaching behaviour and to practice teaching under controlled conditions. – Allen and Eve.

Ø      The term Microteaching is most often applied to the use of closed circuit television (CCTV) to give immediate feedback of a trainee teacher’s performance in a simplified environment. – Mc Aleese and Unwin.

Features of Microteaching:

Ø      It is a Training technique and focuses on developing teaching skills.

Ø      It is scaled down teaching

Ø      It reduces the class size 5 – 10 pupil.

Ø      It reduces the size of the topic.

Ø      It reduces the teaching skill

Ø      It is highly individualized training device.

Ø      It provides the feedback to trainees.

Ø      It prepares effective teachers.

There are so many sub – skills are there in micro – teaching.  Here, we discuss

about the following skills.

Ø      Skill of Illustrating with examples

Ø      Skill of Rainforcement

Ø      Skill of Stiumulus Variation

Skill of Illustrating with example:

            This is the skill for timely use of examples for the purpose of making an idea; concept or principle lucid.  A good illustrative example will also engage the pupil’s attention.

Meaning:

            It is also called skill of interpretation.  In class the thoughts, concepts are to be explained to the pupils.  So teacher use this skill and seeks the help of examples, clarification, pictures to simplify and clarify the subject – matter.  It is known as skill of illustrating with example.

Objectives:

Ø      To make the lesson as interesting

Ø      To link between known and unknown

Ø      To simplify complex matter

Ø      To use various senses of the pupil

Components of Illustrating with example skill:

            Components of illustrating with examples are

Ø      Formulating simple examples

Ø      Formulating relevant examples

Ø      Formulating interesting examples

Ø      Use of appropriate media for examples

Ø      Use of inductive – deductive approach for examples.

Formulating simple examples:

            Examples that are familiar to the pupils and hence helpful for easy assimilation.  The word simple is a relative term and it does not have absolute meaning.  The simplicity of the example is linked with variation in experiences of the pupils.  They gain experiences through a variety of sources like studying books, meeting people, interacting with peers, teachers and media, visiting places, handling things, visiting industries and so on.

Formulating relevant examples:

            Examples relevant to the item being taught.  An example is to be relevant to the concept being explained.  A relevant example help pupils to understand the concept.  If the example is irrelevant to the concept, it disturbs pupils attention and creates confusion among the students.  Therefore, the teacher should use relevant examples.

Formulating Interesting examples:

            Examples that can arouse curiosity and interest.  A teacher while formulating interesting examples, should always take into consideration the age, grade and the level of maturity of pupils.

Use of appropriate media for examples:

            Verbal and non – verbal media for examples.

Use of Inductive – deductive approach for examples:

            Rules are formulated from specific examples and then pupil cites examples for the rule.  In teaching, while using examples, there are two basic approaches.  They are inductive and deductive approaches.  In the inductive approach, a concept and generalization is derived after giving or eliciting a no of examples from pupils or the examples from pupils or the examples being providing by the teacher.

            The deductive approach implies stating the concept or generalization first and then, giving examples for illustrating it.  The teacher may formulate the examples by eliciting responses from pupils.

Skill of Reinforcement:

            The term “reinforcement” is taken from psychology.  The skill of reinforcement is used to avoid the unpleasant experiences and replace with the pleasant experiences.  The pleasant experiences are called “Positive reinforcements” and the unpleasant experiences are called “negative reinforcements.  The positive reinforcements are used for strengthening the responses or behaviours of individuals and negative reinforcements for weakening or eliminating the undesirable responses or behaviours.  The reinforcements are classified into five types.

Ø      Positive verbal Reinforcer (PVR)

Ø      Positive non – verbal Reinforcer (PNVR)

Ø      Negative verbal Reinforcer (NVR)

Ø      Negative non – verbal Reinforcer (NNVR)

Ø      Writing pupil’s answers on the Black board (WPAB)

Ø      Components of reinforcer Skill:

Ø      Positive verbal Reinforcer (PVR):

The verbal behaviour of teacher accepts student feelings repeats and

rephrases student responses, summarizes student idea etc., Using praise words such as “good, very good, excellent, fantastic, splendid, right, yes, correct, fine, continue, go ahead, carry on, well done, etc and extra verbal expressions such as uh – uh, hm – hm etc., are positive verbal reinforcers.

Ø      Positive non – verbal Reinforcer (PNVR):

Teacher’s gestures, conveying pleasant feelings and approval of

student responses such as similing nodding of head, delighted laugh, clapping, keeping eyes on the responding students and giving ear to the student indicate positive non-verbal reinforcements.

Ø      Negative verbal Reinforcer (NVR):

Teacher’s statement such as the use of discouraging words like “no,

wrong, incorrect, stop it, “you don’t know even this”, “I do not like what you are doing”, do not do like this, that is not good, etc” correspond to negative verbal reinforcements.

Ø      Negative non – verbal Reinforcer (NNVR):

The teacher demonstracts his disapproval to indicate nonverbal

expression of a students inappropriate behaviour or incorrect response to his questions.  Frowning, raising the eyebrows, hard and disapproving stares etc are the non verbal negative reinforcer.

                        The first two components positive verbal reinforcer (PVR), positive non – verbal reinforcer (PNVR), indicate the skill of desirable reinforcements.  The later two components negative verbal reinforcer (NVR) and negative non – verbal reinforcements (NNVR) indicate the skill of undesirable reinforcements.  The un-desirable reinforcements, which affects students learning adversely, are to be avoided as for as possible.

Ø      Writing pupil’s answer on the Black board:

Include non – verbal behaviours like nodding, smiling, moving

Towards responding pupils, looking attentively at the responding pupil, writing pupils response on the black board, which reinforce or strengthen pupil’s behaviour and encourage him to participate.

Precautions in using Reinforcement skill:

Ø      Do not reinforce every response.

Ø      Reinforcement should be given to all pupil.

Ø      For reinforcement, proper words should be selected for use.

Ø      Only few statements should not be repeated for reinforcements.

Skill – Stimulus variation:

            Continuous use of the same stimulus for a long period reduces the attention in that activity.  The teacher behaviours influence pupil’s attention.  Variation in stimulus secures more attention among the students.

            The following components of the skill stimulus variation, influence the teaching – learning process effectively.

Ø      Teachers movement

Ø      Teacher gesturies

Ø      Change in speech pattern

Ø      Change in sesory focus

Ø      Pupil’s talk

Ø      Pupil’s movement

Teachers movement:

            The teacher should move from one place to another on the teaching dais and towards all the students to attract the attention of the entire class and to focus the attention of students towards the teacher.  The movement of the teacher secures and maintains attention of the students.

Teacher’s Gesture:

            Expressions of feelings and emotions involving nonverbal behaviours are called gesture.  Gestures consist of hand and head movements, eye movements, facial expressions etc., Use of gestures is an important teacher behaviours in variation of teaching.  The appropriate gestures increase the effectiveness of verbal communication.

Gestures:

            Eyes movement, facial expressions, body movements and movement of hands and legs.

Change in sensory focus:

            The movements, gestures and change in voice of teacher secure pupils attention.  The verbal statements and gestures together are known as verbal – cum – gesture focusing; verbal –cum – gesture focusing is termed as sensory focus.  The sensory focus influences the attention of the students.

            Verbal statement                  :           Excellent

            Gesture                                  :           Nodding of head

            Verbal – cum – gesture       :           Excellent and Nodding of head at a time.

Pupil’s Movement:

            A pupil moves from one place to another.  The physical participation holds pupil’s interest and attention in the task in which they are engaged.  Physical participation can be in the form of handling apparatus, dramatization and writing on the blackboard.

Change in speech pattern:

            The teacher’s voice dominates the entire class.  Voice modulation pitch, tone and speed play a vital role in the classroom communication constant use of the same level of pitch, tone and speed by the teacher makes his communication dull, inactive and has an adverse effect.  So the teachers should modulate their voice.

Pupil talk:

            Here, by implementing the skill, the teacher pupil and mutual interaction is strengthen whenever the teacher put a questions.  Here the pupils are expected to response for the questions.  Here, the pupil are expected to asks questions with the teacher.

Conclusion:

            Micro – teaching is the scaled down teaching encounter.  It is completely an individualized training programme.  The no of students as well as duration of teaching are less.  Micro – teaching is a teaching technique.  It makes the student teacher as a good teacher.  So, as a student teacher, we follow micro teaching skill and make teaching effectively.

Reference Books:

            MS Kanwaljit kaur, modern approach to teaching of science.

            A Ram Babu, Editor Prof. S. Dandapani, Essential of Micro teaching.

            Dr.K. Sivarajan, Prof.A. Faziludding, Science Education.

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