Week Six Demonstration Strategy

Demonstration Strategy
Links Home ICT Management Paro College VLE Paro College RUB Education	Demonstration Strategy Week Six Definition Demonstration strategy is defined as Showing something by giving prove or evidence. Roles of Teacher in Demonstration Strategy Giving Instruction: The role of teacher in demonstration strategy is to give the instruction to the students of how to do the activity planned for the class. Before hand preparation: The teacher should prepare before hand of what kind of activity is he/she going to demonstrate in the class. Handeling the equipments carefully: Especially in the lower class the teacher should guide and handle the instruments carefully The Roles of the students in Demonstration Strategy Lestening to the instruction: The role of students is to listen to the teacher's instruction, and follow the activiy as per the instructions. Active Participation: All the students in the class should actively participate in the activity so that every child will be able to understand the topic taugh in the class clearly. Handle the hands on experience Doing by seeing :After carefully observing the tutor the students must be able to do what their teacher has demonstrated in the class. Asking question:One of the role of students in demonstration strategy is to ask question to the teacher. Purposes of Demonstration Strategy - The purposes of demonstration strategy are: Arouse interest in the students learning With the interest in students learning the points can be efficiently illustrated. With the use of diferent teaching strategy in the class, there will be change in the learning environment too. Another purpose of demonstration strategy is lack of equipments Time Constraint If there is any failur in the activity process the risk will be on teacher, so it is a risky experiment. Principle of Demonstration Teaching The teacher must practice the activity before doing in the calssroom. Learner must have the pre knowlodge of what demonstration is done in the class. Appropriate demonstration, explaination and discussion are the key thing that enhance the students preformance. Types of Demonstration Strategy Pure Demonstration - Pure demontsration is one type of demonstration strategy in which the students keep watching on what teacher is doing (Observing the teacher's demonstration) Demonstration with commentary - In this type of strategy the students participant is only verbally. Participant Demonstration -The students actively participate as instructed by the teachers. Procedure for Demonstrategy Carefully plan the demonstration -The teacher must know what he/she is doing in his/her demonstration. Practise the demonstration -Before the activity is done in the class the teacher should do it brfore doing in the class Develop an outline -Teacher should have the outline of how to do the demonstration, the materials needed and the steps to follow. Make sure everyone see the demonstration - Everyone in the class must see how the demonstration is going on so that all the students can understand the concepts and steps carefully. Introduce the demonnstrategy to focus attention - Teache should introduce the demonstration carefully so that he/she can gain the attention of the students. Ask and encourage questioning - For more clearification of the demonstration it is recomended to ask question related to the topic. Plan a follow up for the demonstration - To check how much the students have understood the demonstration, the teacher must have a follow up of the demonstration.
| Find me on Facebook | Copyrigt Chador Tshewang | Find me on Skype | Mail to webdesigner

Week Five Project Strategy

Welcome to my blog page
Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Project Strategy Founder of Project Strategy Project method has its intellectual organs in John Dewey philisophy Project is an investigation to solve the problems for reason Characteristics of Project Strategy Hardwork Creative Personal Adaptable Features of Project Strategy - It extends beyound classroom teaching -The method is carried out in natural setting or in a real life situation Principle of Project Strategy Principle of utility Principle of Readiness Principle of learning by doing Principle of freedom at work Principle of socialization Types of Project Work Produce type Consumer type Investigation type Drill type Procedure - Steps of Project Strategy Stage 1- Classroom Planning Step 1: Providing a set of task for studying Step 2:Selecting a task/problem for study Step 3:Formulating of hypothesis Step 4:Planning/designing method to investigate Stage 2- Execution Step 1:Collection of data Step 2:Organising and interpreting data Step 3:Review Stage 3- Conclusion Step 1:Reporting and incorporating deletion Step 2:Evaluation Role of teacher in Project Strategy - Be a guide friend and philosopher - Teachers should motivate the students in such a manner that there is whole hearted cooperation of students in the process - Teachers helps the students in proper planning of the project and discuss with them all the pros and cons of the project. Advantage of Project Strategy Motivation Personal Learning by doing Sense of achievement Relevance Interegation of language with other skills Real needs for language learners Language and culture Educational Values Independent investigation Co-curriculum Disadvantages of project strategy. Noise: The class will be noisy because most of the project works are done in a group. Time: It is a time consuming Use of mother tongue Different levels. How do we have to assess a project work? -Content(70%). -Presentation(10%). -Process(20%).
| Find me on Facebook | Copyrigt Chador Tshewang | Find me on Skype | Mail to webdesigner

Week Four - Questioning Strategy

Welcome to my blog page
Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Questioning Strategy Q. What is a question? Ans: Question is a statement that seeks clearification/response Purposes of Questioning Helps the teachers to make a judgement about how effective the pupil are learning Make a classroom more student centered learning It improve the thinking level To check the efficiency of the teachers Encourage lengthy responses and sustained answers. Principle of Questioning Distribute questions so that all, including non-volunteers, are involved in learning. Encourage the leanthy responce and sustained answers. Balance accurate and thought-provoking questions. Ensure audibility, then refuse to repeat questions or answers. When the students ask question, donot response the child until asking to the class before. Suggest partnership by inquiring, “How can we ...?” Classification of Questions as per bloom’s taxonomy Remembering: The learner is able to recall, restate and remember learned information. Questions for Remembering What happened after...? How many...? What is...? Who was it that...? Can you name...? Understanding: The learner grasps the meaning of information by interpreting and translating what has been learned. Questions for Understanding Can you explain why…? Can you write in your own words? How would you explain…? Applying: The learner makes use of information in a context different from the one in which it was learned. Questions for Applying Do you know of another instance where…? Which factors would you change if…? What questions would you ask of…? Analysing The learner breaks learned information into its parts to best understand that information. Questions for Analysing What was the turning point? Why did...changes occur? How is...similar to...? Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Questions for Evaluating Do you believe...? How would you feel if. ..? What are the consequences..? Do you think...is a good or bad thing? Creating The learner creates new ideas and information using what has been previously learned. Questions for Creating Can you see a possible solution to...? What would happen if ...? Can you design a...to...? Two types of questioning Convergent and Divergent Questioning Convergent Questioning The convergent questioning doesnot requires more thinking. Example: Yes/No , True , False - It is close ended question, which have only one answer and it should be direct. - Collect short ideas from the students - It mainly focuses on the lower level of thinking Question Example: - What is your name ? - Name the animal that have two leg? Divergent Question - Divergent question requires more thinking. - Divergent question is an openended, which have infinit answers and have indirect answer - There is no wrong or right answer Features: 1. Eliciting Multiple Responses: · If the teacher decides that more than one student should respond to a particular divergent question. Then the teacher asks a question that can be answered with multiple responses. 2. Accepting diversity: In addition to eliciting to longer and multiple responses, the teacher must also be prepared to accept diverse responses. To reinforce appropriate responses behavior, the teacher must demonstrate a high degree of acceptance for the response of each student. The rule of thumb is that when divergent questions are asked by the teacher, free responses of each student must be allowed. Again, this is a great technique for disadvantaged students, as they may get to become “stars” in the classroom. 3. Beginning the sequence: Divergent questions deal with high level of thinking 1. Analyzing 2. Evaluating 3. Creating Socratic questioning: What? Named for Socrates (ca. 470-399 B.C.), the early Greek philosopher/teacher Socrates. A Socratic approach to teaching is one in which the instructor poses thoughtful questions to help students learn. The Socratic method of teaching is a student-centered approach that challenges learners to develop their critical thinking skills and engage in analytic discussion. Achievement: Facilitate inquiry-based learning. Active participation. Help students to construct knowledge. Poses thoughtful questions to help students learn. examine students ideas logically student-centered learning.(helps students to engage) Improve long-term retention of knowledge. Help students to develop problem-solving skills. Six Types of Questioning: Questions for clarification. Questions that ask assumptions. Questions that ask reasons and evidence. Questions about Viewpoints and Perspectives. Questions that ask implications and consequences. Questions about the question. Procedural Steps of questioning: Write question. Gain attention. Ask Question. Pause while asking the question Call for the responses/answer If no responses change the question. Again if no responses pick somebody. After the response supplement on it.
| Find me on Facebook | Copyrigt Chador Tshewang | Find me on Skype | Mail to webdesigner

Week Three- Deductive Teaching Strategy

Welcome to my blog page
Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Deductive Teaching Strategy - In deductive teaching strategy the teacher lead childrens learning from unknown to known, complex to simple or from abstract to concrete. Purposes of Deductive Teaching Strategy The students tend to retain better information. It results in the better transfer of learning Deductive teaching mode is effective when the students have a limited background of the subject. Deductive teaching mode requires less time consuming The teacher can use a broader spectrum of materials and means of presentation in the class. Phase in deductive teaching Phase 1 Presentation of abstraction (The teacher defines the concept or state the generalization) Phase 2 Teacher gives example of the concept Phase 3 Students gives example of the concept and apply the generalization to a new situation Phase 4 The students restate what they have learned Roles of a Teacher -The teacher gives and disseminates all information -Teacher ast as the information coordinators Roles of a Students -The role of student is a passive listener here. -Carries out the activiteis after the teacher's instruction -Breaking down the information into their understanding. Mertis and Demerits of Deductive Teaching Strategy Merits It is less time consuming as the flow is on the concept It is different from rote learning Quciker way of teaching concepts Not challenging Teachers Centered Demerits The students may not be actively involved in the begining of the deductive teaching It is more of teacher centered Less challenging for the brighter students in the class.
| Find me on Facebook | Copyrigt Chador Tshewang | Find me on Skype | Mail to webdesigner

Week Two Inductive Teaching Strategy

Welcome to my blog page
Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Inductive Teaching Strategy - In inductive teaching strategy the teacher lead childrens learning from what they know to what they don't know. Concept of Inductive Teaching Strategy ITS is also called as a discovery teaching or inquiry teaching. In inductive the knowledge is built primarily from a learners experienced and interactions with phenomenon. Principle of Inductive teaching Strategy are: Learn with examples Social Interaction Teacher guidance Constructivist Steps and Procedures of Inductive Teaching The Open-ended phase (Observation phase) -The teachers give lots of examples related to the topic ad let the students to come up with the example and non example by looking at some pictures. Convergent Phase -The students identify the pattern, characteristics.(Patterns adn shapes) Closure Phase -Use the second phase mentioned above and and apply it. The teacher will ask, students to define the concept. Application Phase The two type of Inductive Teaching Strategy are: Guided Inductive Teaching Strategy >> If the teacher is wishes to provide basic element of a lesson and want the students to make the generalization, than the teacher is conducting guided inductive learning. Unguided Inductive Teaching Strategy >> On the other hand if the teacher decides to allow the students to provide the class and to make the generalization, than the process may be unguided. Roles of Teacher in Guided Inductive Teaching Strategy Planning the activity Executing the activity Evaluating the activity Roles of Students in Guided Inductive Teaching Strategy Follow the instruction of teacher The students have to browse/explore new knowledge Mertis and Demerits of Inductive Teaching Strategy Merits This is good for increasing motivation and self activity of the sudents. This is a logical and Psychological kind of concept The students get to play maximum opportunity to play an active role in learning process Childern enjoy teaching by this procedure Demerits The content coverage can be minimum It is time consuming It requires a lot of effort and experience on the part of learner to effectively plan and organise.
| Find me on Facebook | Copyrigt Chador Tshewang | Find me on Skype | Mail to webdesigner

Week One- Introoduction to Teaching Strategy

Welcome to my blog page
Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Teaching Strategy Teaching Approach Plan to achieve something in a long period of time -To make a move to which gets closer to concept. Teaching Method Teaching Technique - Way of doing something in a correct procedure - Performing or doing something practical with various ideas or methods Teaching Skill Teaching Tactive - Way by which we can tacle the situation by using the ability enhancer - By the end of the class we came to a conclusion that: Teaching Strategy is similar to Teaching Tactive and Teaching Approach. Teaching Method is similar to Teaching Approach and Teaching Technique. Teaching Skill is similar to Teaching Technique. The selection of strategy depends upon following: Teacher Learner Content Environment Time Types of Teaching Strategy Inductive Teaching Strategy Deductive Teaching Startegy Questioning Strategy Project Strategy Demonstration Strategy Activity Based Strategy Instructional Simulation Role Play Field Learning Individualized Instruction Strategy Problem Solving
| Find me on Facebook | Copyrigt Chador Tshewang | Find me on Skype | Mail to webdesigner