B.ed Teachings

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    APPLICATION

    OF

    B.EDTEACHINGS INMSB KHIDMAT

    Prepared by : Abde Sayedna TUS

    Mufaddal M.Zakirhusain Ezzy

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    Teachingskills

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    Basic 4 skills of teaching

    Set induction Explanation Stimulus variation Questioning

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    Set induction ( introduction)

    Need of Introduction:To check the previous knowledge of students

    ( questioning, pictures, documentary)To motivate studentsTo make students alert & readyTo create interest and curiosity among

    studentsTo bring back their attentionTo establish rapport between teacher &

    studentsTo make lesson more effectiveTo allow students to participate

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    Set induction ( introduction)

    Different Devices: Demonstration - to show Analogy - to give similar examples

    Story telling B B work- writing on board Posing problem- (ITM) Audio visual aids- different instructive

    materials Questioning Role playing ( without costumes) &

    Dramatization ( with costumes)

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    Desirable Teachers behaviourduring Explanation

    Use of introducing statements Use of concluding statements Use of exploring links Use of visual techniquesTechnical words defined Interesting to pupil Covering essential points Questions to test pupils understanding

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    Desirable Teachers behaviourduring Stimulus Variations

    Movement Gestures Change in speech pattern

    Focussing Interaction Pausing

    Oral visual switching Pupils participation physical/ verbal activity

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    Desirable Teachers behaviourduring Questioning

    Grammatical correctness Relevancy Specificity

    Clarity Consciousness/precisions Level of questions (low- recalling, middle-

    interpretation, high- analysis ) Proper speed Proper voice Pause Fluency Distribution

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    eac ng a sEdgar Dales Cone ofexperience

    ess e

    ffective

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    Maxims of learning

    Known to unknown Simple to complex Concrete to abstract Definite to indefinite Whole to part Particular to general

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    TeachingModels

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    Simulated Teaching

    CAM (Content AttainmentModel)

    Phases:

    Presentation of data & identification ofconcept:1.Students compose attributes2.Students generate test hypothesis

    Testing attainment of the concept:1.Students identify unlabelled examples2.Teacher confirm hypothesis, names, concepts

    and restates definition.

    3.Students generate examples.Anal sis of thinkin strate

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    Simulated Teaching

    Role PlayPhases:

    1.Warm up2.Select participants

    3.Set the stage

    4.Prepare observers

    5.Enact

    6.Discuss & evaluate

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    Simulated Teaching

    Gaming / Play wayPhases:

    1.Orientation ( topic , concept)

    2.Participants training ( rules, goals, scoringpattern, short practice )

    3.Simulation operation ( game, referee,

    misunderstanding clarification,scoring)

    4.Participants debriefing ( summary,

    analysing, relating with reality, subjectmatter)

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    Few examples of Gaming

    Make cards, pictures, materials of different things Ask students to pick the similar things in a limited time Give marks as per the collection

    To evaluate any lesson ,ask questions not randomly. Select participants as per the winner of passing the

    parcel.

    Make different flash cards of different information on atopic.

    Make columns on board for sub topics. Ash children to select a card & put it into correct

    subtopic column.

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    Co operative learningCharacteristics

    Self learning Group learning Get involved in learning activity Cooperative environment/ not competitive Small groups of different abilities Sharing information

    Mutual help Learning by doing Learning by imitation

    Learning by practice

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    Co operative learningNeed:

    We learn 90% when we teach to someoneTo create the classroom environmentTo capitalize the collective strength of

    students. It facilitate peer to peer activity in non

    threataning environment.

    To make optimum use of teaching aidsTo raise self esteem of studentsTo improve the conversation skill of

    students

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    Co operative learning

    Techniques/ strategies:

    Three step interview Round tableThink pair share Gallery walkJigsaw

    Circle the sage

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    Innovative techniques

    Reversal Social InquiryMethod

    Different ways of perceiving issues Looking at both the sides

    Understand cause & effect relationship

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    Innovative techniques

    Future wheel -Brainstorming

    Identify the problem Supply of sub sequences

    Analysis of future wheel

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    Innovative techniques

    Z to A approach

    Application part of a particular concept Effect of such application Understand the whole concept in detail

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    Innovative techniques

    Sense of humour

    Presentation of joke & listen toprofessional comic

    Taking notes

    Understanding the meaning & content

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    Story Telling Method

    Characteristics As per the age level

    Short & simple

    Teacher should be confident

    Story to be told not read Teacher should have interest in it

    Plenty of actions non verbal communication

    To involve audience

    In natural way

    Use of humour but within limitations

    Use pictures , diagrams

    Story teller to play the role himself

    i d i l i i

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    Jurisprudential inquirymodel

    Orientation to the case

    Identify the issues

    Taking positions

    Exploring the stances, patterns ofargumentation

    Refining and qualifying the position

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    Team teaching

    Plan, execute and evaluate in acooperative way

    Two or more teachers join hands for

    achieving desired objectives Sharing responsibility for planning,

    carrying and evaluating

    Improved instructions Consider the needs of learners Best utilization of available teachers

    expertise

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    Brainstorming

    Planning the problem Selection of sub problemsThinking about solution Selection of sources Collection of data Free wheeling

    Testing the ideas Final solution

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    hilosoph

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    Curriculum

    Principles of Utility Child centeredness Life centeredness Community

    centeredness

    Activitycenteredness

    Characteristics:Content not rigidEnvironment Present needs of

    students &Interests

    abilities ofstudents

    Social forcesHuman development

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    Curriculum - process

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    sycholog

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    Adolescents

    Problems:Adjustments to Growth

    Mental competition Home adjustment Emotional

    disturbances

    Friends Society

    Education Physical exercises &

    activities Sex education Respecting

    individuality Co curricular

    activitiesTask of

    responsibility High moral &

    religiouseducation

    T f D f

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    Types of DefenceMechanism

    Escape - regression: at the time of failure recall the days of success,you will feel motivated. Eg: at the older age recall the days of youngage , you will motivate yourself to live further.

    Day dreaming: dream or think about your unachieved goals and feelhappy by achieving it in dreams, you will feel motivated for yourdefence.

    Denial rationalization: to give excuses to deny and defend ourselves.Eg: when we dont get job we defend by thinking that the job was givento someone close to owner.

    Projection: to blame others for our failure

    Repression/ Depression: to take tensions and pressurize ourselves. Not

    to share with others. This is very much suggested type of defencemechanism.

    Substitution sublimation: to find any substitute activity where we canfind success. Eg: if you are not good in academics think about yoursuccess in sports. To utilize our energy in any substitute activity. To

    adopt a child if you not have one of your own. Displacement: to burst out our pressure on other people or thing . Eg: if

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    Nature of learning

    Observation/ imitationTraining Adjustment / Adaptation Goal oriented Universal Continuous process

    All 3 domain oriented

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    Steps of learning

    Goal Motivation Exploration Adjustment Repetition of movements