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Teaching methodology nilat 2020
This document outlines teaching methodology and provides guidance on effective teaching. It discusses key concepts like the definition of teaching, its purpose, and the teaching process. Teaching is defined as a planned process for learning that encourages behavioral change. The purpose of teaching is to create knowledge, awareness, and influence behavior. The teaching process involves steps like induction, topic introduction, organization, reinforcement, stimulation, and summarization. Effective teaching methods include lectures, discussions, role-plays and workshops. Good teaching is learner-oriented, well-organized and uses a variety of techniques to reinforce learning. Teachers should assess their effectiveness through self-evaluation and feedback.
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Teaching methodology nilat 2020
- 1. TEACHING METHODOLOGY Farhana Zaheer November, 2020 NationalInstitute of labor Administration and Trainings - Karachi Pakistan 1
- 2. LEARNING OBJECTIVES 1. Whatis teaching? 2. Teaching vs Traning 3. What is the purpose of teaching? 4. What is the process of teaching? 5. What are the types of teaching? 6. What are the various teaching methods? 7. What are the qualities of good teaching? 8. How best to teach? 9. How to assess your teaching? 2
- 3. Art ofTeaching is called Pedagogy 3
- 4. WHAT IS TEACHING? Teaching is a process planned for learning by encouraging a behavioural change in the taught. It is an art of communicating a message with impact on audience. Pedagogy is an art or profession of teaching. 4
- 5. WHAT IS TRAINING? Teaching and learning activities for aching short term or long term objectives Helping members of an organization acquire and apply the knowledge, skills, abilities, and attitudes Needed for any particular job Tech. or soft skill trainings') 5
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- 7. TEACHING VS. TRAINING Teaching is more theoretical and abstract, while training (when done well) is more hands-on and practical. Teaching seeks to impart knowledge and provide information, while training is intended to develop abilities 7
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- 9. TRAINING IN TERMOF COACHING Coaching is a form of development in which an experienced person, called a coach, supports a learner or client in achieving a specific personal or professional goal by providing training and guidance. 9
- 10. TRAINING IN TERMOF MENTORING A semi-structured guidance one person shares their knowledge, skills and experience to assist others to progress in their lives and careers. 10
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- 12. TRAINING IN TERMOF FACILITATING 12
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- 14. WHY TEACHING Teaching creates knowledgeawareness and feelings in the taught and brings about behavioral change. 14
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- 17. TEACHING FLOWS Teaching isa flow of thoughts ( river of thoughts). It is a continuous process , no unwanted interruptions. 17
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- 19. TEACHING APPROACH • DirectInstructions • Formal Authority • Expert • Personal Model TEACHER ORIENTED • Inquiry based Learning • Cooperative learning • Facilitator • Delegator LEARNER ORIENTED 19
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- 22. TEACHING METHODS Lecture Lecture discussion Seminar Panel discussion Group discussion Role play Integrated teaching (horizontaland vertical) Talking point sessions Workshops Conferences 22
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- 24. CRITERIA OF GOODTEACHINGGood Concept ( thorough preparation) Organized Content( lesson planning) Good Quality and optimum quantity Sequence and Relevance Learner oriented 24
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- 26. TEACHING PRACTICE 1. Induction 2.Introducing Topic 3. Topic Organization 4. Reinforcement 5. Stimulation 6. Summarizing 7. Evaluation Or Assessment 26
- 27. 1. SET INDUCTION •Bringing the mood of the audience into the topic. a. Verbal questioning b. Handouts c. Problem/exercises 27
- 28. 2. INTRODUCTION TOTHE TOPIC Introduce the topic to the students • Title • Learning objectives • Performance objectives 28
- 29. 3. ORGANIZING THETOPIC Prepare lesson plan keeping in mind • Relevance • Sequence • Editing • Time management 29
- 30. 4. REINFORCEMENT • Makethe lesson 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) 30
- 31. 5. STIMULATION • Repetitionof the main points • Stressing the important ones • Relevant personal experiences • Purposeful body movements, gestures, voice modulations, eye contact etc. Make it more interesting and lively by 31
- 32. 6. SUMMARIZING • Summarizeyour lecture • By checking whether you have explained all the learning objectives you have chosen. • Just repeat your learning objectives giving stress on main points. 32
- 33. EVALUATION OR ASSESSMENT SelfDesigned with Learning Objectives Lecture Content, Quality Of Presentation Etc Third Party Assessment 33
- 34. TEACHING DIMENSIONS Teacher development is mutualwith the student development and vice versa. 34
- 35. HOW FACULTY SPENDIN-CLASS TIME What do students retain? 35
- 36. TEACHER CHALLENGES FACULTY’S TIME Dealing with students with varied backgrounds and skill levels Fear – stop lecturing & lose control Won’t cover all of the material Fair assessment of group and team work 36
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- 38. MANAGING THE STUDENTS Don’tthrow the blame Students are immature, less skilled, emotional You are mature, more skilled and composed. 38
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