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![Learn-Feel-Do
This popular description of the stages
of knowledge
• It is easy to focus on the cognitive [
knowledge]
• It is harder to teach students the emotional
meaning
• It is even harder to coach them through the
process](https://image.slidesharecdn.com/artofteaching-210308104804/75/Art-of-teaching-47-2048.jpg)
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Art of teaching
- 1. Art of TeachingDr.R.RAMNATH AssistantProfessor DepartmentofEducation AlagappaUniversity
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- 7. Cracy • Literacy • Numeracy •Technocracy
- 8. Performance Objectives One canperform 1. Better in communicating a message to any audience in future. 2. Can use any one of the methods as such or with modifications in future. 3. One can develop automatism and ex- tempore teaching by understanding these concepts and practices.
- 9. Teaching? • Intended forlearning by inducing a behavioural change • It is an art of communicating a message with impact on audience.
- 10. Why teaching ? Teachingcreates knowledge, awareness and feelings in the taught and brings about behavioral change.
- 11. Teaching process • TeacherMessage Taught • Well prepared CLEAR, SENSITIZED AND RECEPTIVE ACCURATE BRIEF SPECIFIC • No Communication barriers
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- 13. Learning cycle COGNITIVE DOMAIN KNOWING KNOWLEDGE ATTITUDEPRACTICE PSYCHOMOTOR AFFECTIVE DOMAIN DOMAIN BEING DOING TEACHING
- 14. Professor? • Once theaffective domain is enriched with knowledge and positive attitude Internalization of the subject will occur. • Internalization will lead to development of automatism and command over the subject. • Then he/she can profess about that subject (becomes a professor)
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- 16. Teaching- An Art •Be very creative • Relational between students – feeling and empathetic • Teaching is expressive – impulsive • Teaching is intuitive • Teaching is a very social activity • Motivation • Sublime and unexplainable • Not routine or formulaic
- 17. Teaching - Scientific •Put theory into practice • We have research on what works and what does not work, so we can apply that to teaching • Science is creative and is social construction • Some teaching is procedural that we can use • You can measure learning, where they begin and what they learn • You can evaluate or assess • Reliability of methods • Empirical nature of public accountability and civic
- 18. What role doestechnology play? • Offers different modalities for teaching and learning – audio, visual • Integrates us to the rest of the world – and this is a way of life in our larger world and this is one medium • Allows us to tap into many more resources than we have in a traditional classroom • Technology is a tool - the art that we know can be translated across media • PCK – PTCK – Attend to the learning hierarchy of the content, but also the learning trajectory of the technology –
- 19. TYPES OF TEACHING •ACTIVE • PASSIVE • LEARNER ORIENTED • TEACHER ORIENTED
- 20. Teaching methods 1. Lecture 2.Lecture discussion 3. Seminar 4. Symposium 5. Panel discussion 6. Group discussion 1. Tutorials 2. Role play 3. Integrated teaching (horizontal and vertical) 4. Talking point sessions 5. Workshops 6. Conferences
- 21. Criteria of goodteaching • Good Concept ( thorough preparation) • Organized Content( lesson planning) • Good Quality and optimum quantity • Sequence • Relevance • Learner oriented
- 22. • Teacher Centric •Learner Centric • Learning Centric
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- 24. TEACHING PRACTICE 1. SETINDUCTION 2. INTRODUCING TOPIC 3. TOPIC ORGANIZATION 4. REINFORCING OR STIMULATING 5. SUMMARIZING
- 25. Set induction • Bringingthe mood of the audience into the topic. • Make sure that your audience is ready to receive the message you are going to deliver by any means which will make them attentive and receptive like: 1. Verbal questioning 2. Handouts 3. Problem/exercises
- 26. Introduction to thetopic Introduce the topic to the students by means of 1. Title 2. Learning objectives 3. Performance objectives
- 27. Organizing the topic Preparelesson plan keeping in mind 1. Relevance 2. Sequence 3. Editing 4. Time management
- 28. Reinforcement • Make thelesson both comprehensive and interesting by • Reinforcing with 1. Facts and figures 2. Problems/exercises 3. Giving Examples 4. Making it a two way lecture discussion by asking few questions( particularly the students who are not attentive.
- 29. Stimulation • Make itmore interesting and lively by 1. Repetition of the main points 2. Stressing the important ones 3. Pauses to make something more effective 4. Relevant personal experiences 5. Purposeful body movements, gestures, voice modulations, eye contact etc.
- 30. Teaching flows • Teachingis a flow ( stream) of thoughts. • It is a continuous process , hence there should be no unwanted interruptions.
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- 32. “Natural” Teacher • Naturalteacher finds the profession exhilarating. They do not work themselves. • “NATURAL TEACHERS WORK SMART, NOT HARD .”
- 33. Natural Teacher’s -Characteristics • Good Instincts – Don’t have a clue – Common Sense • Make Management Affordable • Make Management Look Easy • Make Method Out of Magic
- 34. Teacher -An Eclectic •Subject Specific • Industry Specific • ICT skills • Communication Skills • Presentation Skills • Interpersonal Skills • Tutoring • Mentoring • Generic Problem Solving Skills
- 35. Multiple roles ofa teacher • must be content expert, • a diagnostician, • a rescuer, • a patient communicator, • a manager and leader, • a student of human behavior.
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- 37. A Positive Classroom •Classroom Structure • Limit-Setting • Responsibility Training – Omission Training • Back-up System
- 38. 3 Areas ofClassroom Management • Discipline • Instruction • Motivation
- 39. Elements to Discipline •Get students on task • Keep students on task • Suppression of disruption • Building patterns of cooperation • Mutual respect within the classroom
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- 41. Instruction • How doyou produce mastery and independent learning in all students without working yourself to death? • Effective instruction requires the integration of all modalities of learning at every step of performance: –The Verbal (Say) –The Visual (See) –The Physical (Do)
- 42. Motivation • How doyou get conscientiousness and hard work from all of your students? • Quality control to classroom work • Incentives for diligence
- 43. UYOT • Work atthe art of teaching, but find your own style. • Stay focused on captivating and inspiring students. • Use humor, but carefully. • Take risks, make mistakes. • Don’t be afraid to be theatrical. • Don’t be afraid to be stern.
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- 47. Learn-Feel-Do This popular descriptionof the stages of knowledge • It is easy to focus on the cognitive [ knowledge] • It is harder to teach students the emotional meaning • It is even harder to coach them through the process
- 48. VAT? I feeling Wefeeling External Motivation Internal Motivation They will be broken from outside They will be broken from inside Single Skill Many Skills They will say NO for all They will say YES for all Waiting for opportunities Creating Opportunities Ordinary Teacher Value Added Teacher
- 49. Teaching in the21st Century • Collaborative Learning • Teaching Technology • International Teaching
- 51. Pedagogical Tools inThe Art of Teaching • Inquiry Activities • How to Read This Chapter • Invitations to Inquiry • Cases to Consider • Science Teachers Talk • Research Matters Column • Science Teaching • Problems and Extensions • Reflective Teaching • Microteaching • International Connections • On the Web • Readings
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- 53. Teachers’ Voices: InterviewFindings
- 54. Teachers’ Understandings of‘Inspiring Teachers’ Characteristics Participants identified the main characteristics as: • Having and transmitting enthusiasm • Cultivating positive relationship with students • Making learning purposeful and relevant for students • Being flexible and adapting their practice • Promoting a safe and stimulating classroom climate • Establishing clear and positive classroom management • Being reflective about their own practice and developing collaboratively • Bringing innovation to the classroom.
- 55. THE TEACHERS’ VOICES:INTERVIEW FINDINGS (Teddlie et al., 2006) Inspiring Teaching Enthusiasm Positive relationships Flexibility Purposeful and relevant teaching with variety & interest Safe and stimulating classroom climate Positive Classroom Management Reflectiveness and collaboration Innovative These characteristics of inspiring teachers overlap:
- 56. Observations of classroompractice (qualitative) • Figure shows key themes from the field notes in order of frequency Lesson structure & activities Questioning & feedback Classroom management Pupil behaviours Relationships/Interactions Classroom environment Climate for learning Subject knowledge
- 57. RELATIVE IMPORTANCE OFTEACHER ATTRIBUTES: RANKING SHEETS • High response rate (16 of 17 teachers, 8 of 9 headteachers) • Several constructs showed differences between headteachers’ and teachers’ mean rank scores (Hedge’s g >=0.8), but mostly similar across groups. Rank 1 most important 1 3 5 7 9 11 13 15 17 Teachers (N=16) Headteachers (N=8)
- 58. RELATIVE IMPORTANCE OFTEACHER ATTRIBUTES (TEACHERS’) 0 2 4 6 8 10 12 14 Teachers (N=16) Number of times chosen in top 3 Teachers (N=16) Number of times chosen in bottom 3
- 59. PUPILS’ VOICES: OPENENDED COMMENTS – What Makes a Good lesson?
- 60. Approximately 80% ofpupils answered an optional question asking what they thought helped to make a good lesson, and things they enjoyed that supported their learning Open ended, written comments showed they valued: • group work and collaboration • varied lesson activities, group arrangements and topics • a range of resources, from handouts to ICT • a prompt start and appropriate lesson pace • a clear structure with a strong focus on learning and progress • lessons attuned to student interest and enjoyment • clarity about what to do and how to improve their work • interactive teaching approaches and individual support • positive relationships with their teachers Pupils’ Voices: What pupils value in lessons
- 61. • • Most commonlymentioned themes: – Groupwork/collaboration (~21% of secondary, 12% of primary students) “Working in groups and pairs sometimes, not working independently all the time.” (Female, Key Stage 3, Art) – Variety (~16% overall) “The teacher makes the lesson interesting. I don’t usually find this lesson boring because she has many different ideas for what we can do in class.” (Female, Key Stage 3, English) – Specific resources (~14% overall) “…Class videos about the subject that is being taught helps me learn” (Male, Key Stage 5, History) – Student interest/enjoyment (~15% overall) “…Teacher tries to do something that everyone likes.” (Male, Key Stage 3, Physical Education) – Clarity (~11% overall) “We know exactly how we will do the work.” (Male, Key Stage 3, Geography) – Relationships (~18% overall) “…My teacher always is KIND.” (Female, Key Stage 2, Primary) Pupil views : What makes ‘a good lesson’
- 62. Triangulation, Integration &Synthesis Teachers’ Voices Pupils’ Perspectives Observations of Classroom Practice Positive relationships Good classroom/behaviour management Positive & supportive climate Formative feedback High quality learning experiences Enjoyment for students & teachers Having & transmitting enthusiasm Innovation & variety Instructional clarity Interactive learning Varied activities Good lesson pace Knowing & caring for pupils Pupil choice & input Engagement & motivation Purpose/relevance of learning Strong links between effective/inspiring teaching High expectations Commitment to teaching
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- 66. If I cannot understand the way you teach, will you teach me the way I can learn?
- 67. What should dofor nurturing skills ? Teaching of Appreciation MC P(2) EE MV P(3) SE OR P(4) OE EW P(1) TE
- 68. Product Quantum innovations Quantum Process Quantity People Capacity Building Prestige CompetencyDevelopment Position Core Competence Power Teaching intended for
- 69. Teaching Process IMPLEMENT PLAN EVALUATE Feedbacksand Reflection
- 71. EXAMPLES OF TEACHINGAPPROACHES TEACHER-CENTERED LEARNER-CENTERED SUBJECT-MATTER CENTER LEARNING-CENTERED TEACHER DOMINATED INTERACTIVE “BANKING” APPROACH CONSTRUCTIVIST DISCIPLINAL INTEGRATED INDIVIDUALISTIC COLLABORATIVE INDIRECT, GUIDED DIRECT
- 73. Three models ofteaching anchored on Skills • Events of Learning of Robert Gagne • Reception learning of David Ausubel • Discovery learning of Jerome Bruner
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- 76. The difference is... • Goal - state of the system that a human wants to accomplish. • Task - activities required, used, or deemed necessary to achieve a goal. • Actions - steps required to complete the task.
- 77. Strategic Self RegulationSkills: POME • P repare • O rganize • M onitor • E valuate environmental structuring organizing & transforming keeping records, monitoring; reviewing tests self evaluation
- 78. P S PD P – Prediction S - Sustainability P - Profit D – De-Risking
- 79. G O SS A U Gathering Organization Storing Sharing Analyzing Utilizing
- 80. INTERNALIZING THE SKILLS KnownProblems 1 Known Solutions Known Problems 3 System wide reforms Known Problems 4 Scaling the Peak Known Problems 2 Unknown Solutions
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- 82. LEARNING CYCLE FORSKILLS Concrete Experience Reflective Observation Active Experiments Abstract Conceptualization kolb's reflective model
- 84. Learning Styles CE Accommodators Diverges AERO Converges Assimilators AC
- 85. OUT OF CLASSROOM Destination(Envisioning the lg.desired for Students) Anticipation Fascination (wanting to cultivate sense of fascination to the subject matter) Motivation (seeking fuel students motivation to learn further)
- 86. Classify the knowledgeas • Procedural Knowledge • Decorative Knowledge • Episodic Knowledge • Holistic Knowledge • Wisdom
- 87. Ethics in Knowledge •Procedural Knowledge • Decorative Knowledge Episodic Knowledge Holistic Knowledge Wisdom
- 88. DELIVERY STYLE (EXECUTIONOF IDEAS) Clarity Authenticity Outlining Transitions Relevancy Humour Voice modulation Liveliness Variety Energy Eye contact Spontaneity A proper close Repetition An open forum (if necessary)
- 89. Unilateral Bilateral Unilateral InstructorTalk Student Talk
- 90. Classroom Cake • Concept= Dough – 80% • Method = Water – 10% • Evaluation = Sugar – 5% • Approach =Egg – 2% • Evidences = Yeast – 2% • Humour = Decoration – 1%
- 92. PITFALLS TO AVOID Complacency Ignoringpeople Forgetting names Lack of Interaction Common belief on all persons Lack of appreciation Ingratitude
- 93. PITFALLS TO AVOID Being rude and sarcastic pride Vanity Arrogance Anger Jealously Procrastination Indecision Criticism
- 94. W W W WinWin Win Win for INDIVIDUAL Win for Organization Win for Society
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