TEACHING defined.pdf

TEACHING defined - Refers to the process of imparting knowledge and skills from a teacher to learner - It encompasses the activities of educating or instructing - It is an act or experience that has a formative effect on the mind, character, or physical ability of an indiv...

TEACHING defined - Refers to the process of imparting knowledge and skills from a teacher to learner - It encompasses the activities of educating or instructing - It is an act or experience that has a formative effect on the mind, character, or physical ability of an individual - A working definition of teaching is undertaking certain ethical tasks or activities the intention of which is to induce learning - It is a deliberate intervention that involves planning and implementation of instructional activities and experiences to meet learner outcomes according to a teaching plan Some thought on teacher and learning - Clearly, not all learning is dependent on teaching… However, all teaching regardless of quality is predicated on learning -Brown, 1993 - Teaching makes learning possible -Ramsden,1992 LEARNING defined - Process of gaining knowledge or skill by studying, practicing, being taught, to experiencing something - "a persisting change in human performance or performance potential (brought) about as a result of the learner's interaction with the environment" (Driscoll, 1994) - "the relatively permanent change in a person's knowledge or behavior due to experience" (Mayer, 1982) - An enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience (Shuell, 1986) LEARNING THEORIES Social Conditioning - A type of learning that occurs when a behavior is observed and subsequently mimicked - "It takes a village to raise a child" - In this theory people can learn new information and behaviors by watching other people Classical Conditioning (Pavlovian conditioning or respondent conditioning) - Is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by other stimulus - A simple learning process whereby a neutral stimulus is able to evoke a response because it has been paired with another stimulus (that originally elicited a response) - Operant Conditioning (Instrumental conditioning) - Described as a process that attempts to modify behavior through the use of positive and negative reinforcement - Through operant conditioning, an individual makes an association between a particular behavior and a consequence - Social Conditioning (Observational conditioning) - In this theory, people can learn new information and behaviors by watching other people - THE "HOWs" OF TEACHING STRATEGIES - Is the art and science of directing and controlling the movements and activities of the army - If strategy is good, we can get victory over our enemies - In teaching this term is meant those procedures by which objectives of teaching are realized in the class - Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies Strategy can be summarized as - Teaching is the generalized plan of the whole lesson plan - In strategy of teaching, realization of objectives is given more importance than presentation of lesson - A strategy does not follow a single trach all the time, but it changes according to the demands of the situations such as age, level, needs, interests, and abilities of the students - Thus strategy is more comprehensive than method - It is directional in nature - It refers to goal directed activities of the teachers - Thus, it is more close to science than arts Teaching Strategies - Brainstorming ○ Is a large or small group activity that encourages students to focus on a topic and contribute to the free flow of ideas - Case Studies ○ Are effective ways to get students to practically apply their skills, and their understanding of learned facts, to a real-world situation ○ They are particularly useful where situations are complex and solutions are certain - Debates ○ Structures way of exploring the range of views on an issue ○ It consists of structures contests of argumentation, in which two opposing individuals or teams defend and attack a given proposition - Discussion ○ Lets class members work actively with the ideas and the concepts being pursued, and discussion sessions can be an extremely effective in changing behavior or attitudes ○ Consequently, teacher use them frequently in instructional situations - The flipped classroom ○ Students complete learning normally covered in the classroom in their own time (by watching videos and/or accessing resources), and classroom time is dedicated to hands-on activities and interactive, personalized learning, leading to deeper understanding  ○ Students use class time to apply the theory and concepts discussed in the videos, and to utilize techniques including group problem-solving and team building games, simulation, case study reviews, and group discussions - Groupwork ○ Is a method of instruction that gets students to work together in groups - Questioning ○ The art of asking questions is at the hearth of effective communication and information exchange, which underpins good teaching ○ If you use questioning well, you can improve the student learning experience in a whole range of Teaching Settings - Simulation ○ Are instructional scenarios where the learner is placed in a "world" defined by the teacher ○ They represent a reality within which students interact ○ The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results ○ Students experience the reality of the scenario and gather meaning from it APPROACH, METHOD, & TECHNIQUE Approach - Is the broadest of the three, making technique the most specific, and the method found in between approach and technique Method - Is an organized, orderly, systematic, and well-planned procedure aimed at facilitating and enhancing student's learning Technique - Encompasses the personal style of the teacher in carrying out specific steps of the teaching process APPROACH - Ways in which you try to engage students with the subject matter (provide students with basic facts, relate new knowledge to what students already know, build in interaction, be passionate, be enthusiastic) - The ways in which you support your students (encourage question, set formative assessments provide constructive feedback) A description of your approach to teacher includes: - The mode or manner of teaching (lecture, tutorial, bedside teaching, laboratory work) - Some understanding of how people learn (learning theory) - Some understanding of how to facilitate learning (qualities of the teacher such as passion, principles for good teaching practice such as providing timely and constructive feedback, putting educational theory into practice) Types of Teaching Approach According to the Role of Teacher  - The executive approach ○ Views the teacher as manager of complex classroom processes, a person charged with bringing about certain outcomes with students through using the best skills and techniques available - The facilitator approach ○ It places a high value on what students bring to the classroom setting, it places considerable emphasis on making use of students' prior experience - The liberationist approach ○ Is rooted in notions of liberal education, wherein the goal is to liberate the mind to wonder, to know and understand, to imagine and create, using the full intellectual inheritance of civilized life According to Nature of Learning - Discovery learning ○ Takes place in problem solving situations where the learner draws in his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments - Conceptual teaching ○ Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking - Process writing ○ Treats all writing as a creative act which requires time and positive feedback to be done well ○ In process writing, the teacher moves away from being someone sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself - Unifies Teaching ○ This approach lends itself smoothly to unified teaching-learning concept of education ○ The information handler, being a teacher, a student, or another educational environment, is at the center of this educational model ○ The main inherent characteristics of this model are extreme flexibility, integration, ease of interaction, and being evolutional - DISCOVERY ○ Refers to various instructional design models that engages students in learning through discovery ○ Usually the pedagogical aims are threefold: § Promote "deep" learning § Promote meta cognitive skills (develop problem-solving skills, creativity, etc.) § Promote student engagement ○ An approach, which capitalizes on the child's natural curiosity and urge to explore the environment  ○ The child learns by personal experience and experiment and this is thought to make memory more vivid and help in the transfer of knowledge to new situations - CONCEPTUAL ○ Choosing and defining the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics ○ Not a particular teaching method with specific steps to follow; it is more of a viewpoint of how facts and topics under a discipline should be dealt with ○ Involves more data collection usually through research while the discovery approach actively involves students to undertake experimental and investigate work - PROCESS ○ An approach which provides students with an abundance of projects, activities, and instructional designs that allow them to make decisions and solve problems ○ Through this approach students get a sense that learning is much more than the commission of facts to memory ○ Rather, it is what children do with that knowledge that determines its impact on their attitudes and aptitudes - UNIFIED ○ It is based on a breakdown of knowledge to integrated modules of information ○ The basic level of breakdown is to be used in education to buildup concepts, while the higher ones are to be used to buildup complex concepts of knowledge, including those of experts ○ Key to the success of this breakdown is the relational integration of the information leading to the concept under consideration According to Teacher-Learner Interaction Teacher-Centered Approach Student-Centered Approach - It is the primary role of teacher to pass knowledge and information onto their students - Student learning continuously measure during teacher instruction Teacher Centered Approach - Direct Instruction ○ Relies on explicit teacher through lecture and teacher-led demonstrations ○ Formal Authority § Formal authority teacher are in a position of power and authority because of their exemplary knowledge and status over their students § Classroom management styles are traditional and focus on rules and expectations ○ Expert § Expert teacher are in possession of all knowledge and expertise within the classroom § Their primary role is to guide and direct learners through the learning process § Student are viewed solely as the receptors of knowledge and information ("empty vessels")  ○ Personal Model § Teachers who operate under the "Personal Model" style are those who lead by example, demonstrating to students how to access and comprehend information § In this teacher model, students learn through observing and copying the teacher's process Student Centered Approach - Inquiry Based Learning ○ Focuses on student investigation and hands-on learning ○ Teacher's primary role is that of a facilitator providing guidance and support for students through the learning process ○ Facilitators § Facilitators place a strong emphasis on the teacher-student relationship § Operating under an open classroom model, there is a de-emphasis pm teacher instruction, and both student and educator undergo the learning process together § Student learning loosely guided by the teacher, and is focused on fostering independence, hands-on learning and exploration ○ Personal Model § Teachers who operate under the "Personal Model" style are those who lead by example, demonstrating to students how to access and comprehend information in this teaching model, students learn through observing and copying the teacher's process ○ Delegator § Teachers act as a "resource" to students, answering questions and reviewing their progress as needed § Teachers play a passive role in students learning; students are active and engaged participants in their learning § The main goal of a delegator is to foster a sense of autonomy in the learning process - Cooperative Learning ○ Emphasizes group work and a strong sense of community ○ "Think-Pair-Share" ○ Facilitator § Place a strong emphasis on the teacher-student relationship § Operating under an open classroom model, there is a de-emphasis pm teacher instruction, and both student and educator undergo the learning process together § Student learning loosely guided by the teacher, and is focused on fostering independence, hands-on learning and exploration ○ Delegator § Teacher act as a "resource" to students, answering questions and reviewing their progress as needed § Teachers play a passive role in students learning; students are active and engaged participants in their learning § The main goal of a delegator is to foster a sense of autonomy in the learning process METHOD - Method of teaching is directly related to the presentation of the lesson - Which a teacher should use, depends on the nature of the subject, and the tact of the teacher Four Methods of presenting the subject matter - Telling Method ○ Lecture method, discussion method, storytelling method and so on - Doing Method ○ Project method, problem solving method, textbook method and so on - Visual method ○ Demonstration method, supervised study method and so on - Mental Method ○ Inductive, deductive, analysis, synthesis method, etc. TECHNIQUES - It is a procedure by which new knowledge fixed in the mind of students permanently - For this purpose, a teacher does extra activities in the class - These activities help the teacher to take shift from one strategy to another - Thus, teaching tactics are that behavior of the teacher which he manifests in the class i.e., the developments of the teaching strategies, giving proper stimulus for timely responses, drilling the learn responses, increasing the responses by extra activities and so on INSTRUCTIONAL MEDIA - Encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives - May include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, and videotape or film, as well newer materials and methods such as computers, DVDs, CC-ROMs, the Internet, and Interactive video conferencing Why use instructional media - A good aid is like a window, it should not call attention to itself, it should just let in the light - In general, you should use media whenever, in your best judgement, it can facilitate learning or increase understanding of your material - Of course, communicating to facilitate learning can be a challenging process, often requiring creative efforts to achieve a variety of implicit instructional goals (University of Saskatchewan, n.d.) Among the implicit goals that media can help achieve are the following: - Attracting attention - Developing interest - Adjusting the learning - Promoting acceptance of the idea Instructional Media - Helps students visualize a lesson and transform abstract concepts into concrete, easier to remember concepts  - Media is an excellent way to pose assessment questions for the class to answer or give students task to complete Types of Instructional Media - Projected Media ○ Instructional materials that requires projection and electricity in their using process; slides, filmstrips, and overheads ○ Use to: allow all students to view the same material at the same time ○ Offer the students other perspectives on the material - Non-Projected Media ○ Instructional materials that do not require the process of projection before its operation can take place; photographs, diagrams, and displays ○ Use to: illustrate concepts, enhance direct instruction, encourage students to look at data in diverse ways - Audio Media ○ Cassettes and compact discs ○ Use to: allow students to hear other languages/dialects, allow auditory learners to review the lessons, encourage creativity through music - Motion Media ○ Videos, computer mediated instruction, and television ○ Use to: offer supplemental instruction, experience concepts in a manner that is not available in "real life" - Hyper Media ○ Computer networks, software, and the Internet ○ Use to: offer resources beyond the library, develop computer and word processing skills, offer interactive learning - Gaming Media ○ Computer games ○ Use to: provide a playful environment for learning, structure learning through rules, motivating for tedious or repetitive content, uses problem solving skills HEALTH EDUCATION - Is a social science that draws from the biological, environmental, psychological, physical, and medical sciences to promote health and prevent disease, disability and premature death through education-driven voluntary behavior change activities - Is the development of individual, group, institutional, community, and systematic strategies to improve health knowledge, attitudes, skills and behavior - Simply, it is the profession of educating people about health for attainment of positive health Concept of Health Education - Concept of Health ○ The world health is derived from Hal, which mean "hale (strong, healthy), sound (body, family, and environment), whole" ○ Hahn and Payne describe health in terms of six interacting and dynamic dimensions - physical, emotional, social, intellectual, spiritual and occupation Definition of Health - "Soundness of body or mind that condition in which it are duty and efficiently discharged" (Oxford Dictionary) - WHO has given a comprehensive definition of health in its preamble constitution in 1948 - According to WHO, "Health is a state of complete" Aims of Health Education - Health promotion and disease prevention - Early diagnosis and management - Utilization of available health services Principles of Health Education - Credibility ○ Message should be convey by the trusting people - Interest ○ Firstly we should find the need of the community in-order to create interest - Participation ○ Choice interest topic - Motivation ○ Firstly convey the message in order to change the behavior - Comprehension ○ Firstly find the capacity of the people which need the baseline data - Reinforcement ○ Need repeat follow up - Learn by doing - Known to unknown ○ Starts what knowledge they have up to the knowledge they don’t have - Setting an example - Good human relation ○ Build rapporting to the communities people - Feedback ○ Should be given to the community what change occur, how many people developed knowledge and many others - Leaders Need and Importance of Health Education - Inform people about health, illness, disability, and ways in which they can improve and protect their own health, including more efficient use of the delivery system - Motivate people who want to change to more healthy practices - Help them to learn the necessary skills to adopt and maintain healthful practices and lifestyles - Foster teaching and communication skills in all those engaged in educating consumers about health - Advocate change in the environment that facilitate healthful conditions and healthful behavior - Add to knowledge via research and evaluation concerning the most effective ways of achieving the above objectives