Teaching method.ppt

8/10/2019 Teaching method.ppt

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Teaching method

By

Mrs.shabana nasar


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Teaching method

A teaching methodcomprises the

principles and methods used for instruction

. Commonly used teaching methods may

include class participation, demonstration,

recitation, memorization, or combinations

of these. The choice of an appropriate teaching

method depends largely on the information

or skill that is being taught, and it may

also be influenced by the aptitude and

enthusiasm of the students.


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Methods of instruction

Explaining

Demonstrating

Collaborating

Learning by teaching
http://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_methodhttp://en.wikipedia.org/wiki/Teaching_method


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curriculum

The curriculum stresses on the total balance

between the body and the mind and an

important component of the

program.


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The curriculum in turn, more specificallyincludes oral language and literature, music,art, mathematics, social studies, science,dramatic play and physical activities as wellas activities to develop social/emotionalcompetencies and self-help skills. In

enhancing the development of the variousskill areas, one may note that the promotionof values is a crucial cornerstone of ourcurriculum. Through all these skill

developments, the underlying message to ouryoung minds is to fortify ethical developmentand consciousness.


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a pre-determined level of proficiency on a

specific motor skill or fitness component's)

specific time frame or deadline to reach goal plan of action to achieve goal

baseline and deadline performance

measurement procedures


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COMMON PROBLEMS IN SETTING GO LS

Setting too many goals too soon Stating most goals in general subjective terms

Not appreciating individual differences.

Holding on too long to unrealistic goals

Omitting "performance Goals."

Putting excessive emphasis on technique-related

goals.

Not appreciating the time commitment needed toimplement a proper goal-setting program

Not fostering a supportive goal-setting

environment


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Summary

"GOALS ARE EFFECTIVE BECAUSE THEYINFLUENCE PSYCHOLOGICAL STATES SUCH ASSELF-CONFIDENCE, DIRECT ATTENTION TOIMPORTANT ASPECTS OF THE TASK, MOBILIZE

EFFORT, INCREASE PERSISTENCE AND FOSTERTHE DEVELOPMENT OF NEW LEARNINGSTRATEGIES (Gould, 1993, p. 168)."

"IN ESSENCE, GOAL SETTING INVOLVES

COMMITMENT AND EFFORT ON THE PART OF THECOACHES AS WELL AS ATHLETES (Gould, 1993, p.164)."


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Tips about the Physical spects of Teaching a

Cerebral Palsy Child

View the classroom as if you were going to have to navigate it in awheelchair or walker.

Make sure the classroom is set up to provide accessibleresources for someone in a wheelchair or with a limited range ofmovement.

Try to have a way to secure paper or moveable objects to theworkspace so they can be utilized without having to be securedby another hand.

Look around for areas where a cerebral palsy student mightbenefit from additional support, like a handrail.

Understand a cerebral palsy child might require additional timeto reach the classroom or get set up for the class.

Insure the teacher has some understanding of what to do if acerebral palsy child begins to seizure


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Teaching method with Cerebral

Palsy

Teaching a child with cerebral palsy requires patience, experience

and knowledge. The severity of cerebral palsy varies greatly from

child to child so it's difficult to lay out a general course of education.

Teaching children with cerebral palsy usually requires individually

tailored education programs combined with various types oftherapy.


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To help a cerebral palsy child in the early years, most teaching focuseson functional gains in movement. Intense repetitive physical therapyhelps cerebral palsy children learn needed movement skills. Teachingshould focus on progress and positive change in a child's current

abilities rather than in lessening a specific cerebral palsy disability. Forexample, a teacher might encourage a cerebral palsy student toparticipate in activities which require two-hands rather than focusingonly on the use of the disabled limb.


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Computers are especiallyuseful as a part of a systemto enhance communicationfor individuals with CerebralPalsy. Some parentsbelieve that if their child istaught an alternativemethod of communicationor uses an augmentativedevice that their child willnot learn natural speaking.Studies have shownhowever that the opposite istrue. To the extent that theyare able, children will tryharder to speak. It can bevery frustrating to them notto be able to communicatetheir needs or thoughts.


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Different Methods of Application


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Vocational Training


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Taylor has hydrocephalus and cerebral palsy. Hydrocephalus means that

the fluid circulating around his brain and spinal cord is blocked and

cannot drain properly. Fluid builds up in his head causing his head to getbigger. Excess fluid also puts pressure on his brain causing brain damage

and cerebral palsy. Cerebral palsy is a non-progressive disorder of posture

and movement caused by damage to a developing brain.

Taylor is two years old.

He lives with his mother

and extended family on

the island of Pohnpei in

the Federated States ofMicronesia. He is an only

child and is well loved

by all of his family

members.


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Taylors hydrocephalus was treated when he was young by

placing a shunt- a tube that runs from his brain, under his skin

to his abdomen. This tube drains excess fluid. Unfortunately,

either the shunt was placed too late to stop any brain damage, or

the shunt stopped working after it was placed. It is too expensive

for Taylors government to send him off island to see more

specialist doctors and have surgery. Happily though, his head is no longer

growing too fast, and Taylor is learning and progressing in his

developmental skills.


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Taylor is getting services from

the Related Services Assistants(RSAs) in special education in

Pohnpei who are working with

him to develop his skills, and

to provide him with appropriate

assistive technology. He is

beginning to learn to communicate,

and is learning to sit up. He wants

to learn, and his family members

want to teach him with the help of

the RSAs.


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Taylor lives in simple surroundings, and his family does not have much

money to buy expensive equipment. His mother carries him most of the

time and he is getting heavier. Positioning is important for him so that he

can learn to sit alone and to move by himself.


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The RSAs designedthree options for

Taylors

positioning. Click

on a picture to see

how the object wasmade or used.


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Making An Adaptive Wooden Chair

1. Get plans for

chair from website

www.hawaii.edu/rsa.

2. You need access to a saw, measuring tape,and a screwdriver. You need plywood.

3. If you dontknow how to work

with power tools,

get help!

4. Pad the chairs

with soft fabric or

pillows.

Click Here toReturn to

Slide Show


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1. First we break up computer box

Styrofoam into small pieces.

2. Then we sew two vinyl table-

cloths together leaving a hole.

3. Then we pour

the Styrofoaminto the

tablecloth bag

and sew up

the hole.

4. Then we enjoy our products!

Making a bean bag positioner

Hint: Old plastic grocery bags work well

to fill small beanbags too.

Click Here to

Return to

Slide Show


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This plastic swimming pools was bought at Ace Hardware,

for ten dollars. It will last for a long time. Taylor uses it for:

1. Positioning (he sits up with the side as a backrest),2. Sensory play (play in the water),

3. Relaxation (warm water is relaxing to tight (spastic) muscles),

4. Social play (put several kids in the pool!).


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Taylor does not talk yet. He is learning to point to pictures tocommunicate his wants. He also uses gestures (pointing), facial

expressions (smiling, frowning), and vocalizations like crying,

laughing or grunting.


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Taylor enjoys reading

books which helps

him identify pictures.

The RSAs chose

pictures that have

meaning for Taylor. These pictures were mountedon firm cardboard to make a

communication board. He

points to pictures to make his

wants known.

Taylors Communication System


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Taylor loves trucks. The RSAs made him two trucks out of

Styrofoam with wheels from soda cans that really turn. These

trucks are light enough that he can move them by himself. He is

learning to identify colors, size, direction, and is getting stronger

by moving his truck across the floor.


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All children need toys and equipment, but Taylors toys and

equipment are helping him to learn to sit up, move around his

environment, interact with other people and objects, and learn

pre-academic skills.


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THANK

YOU

Teaching method.ppt

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