teaching learning interaction

7/27/2019 Teaching Learning Interaction

1/30

Teaching-Learning

Interaction

Prepared byOlive SantelicesPrinciples of Teaching


2/30

Variables in Teaching Learning Interaction

Dynamicsof

Interaction

What

Why

When &Where

How

Who


3/30

The choice of particular teaching

strategies is dependent on the

following factors:

a.) objective and aim of the lesson

b.) nature of subject matter

c.) nature of learners

d.) school equipment and facilities

e.) the teacher


4/30

Teaching Strategies

1. Motivation It should arouse students interest. This isthe initial period where the learners problems andexpressed purposes are spontaneously manifested.

2. Individual Differences Effective teaching recognizes

individual differences and provides appropriate remedialmeasures to disparity, intellectual, social, physical,economic, aesthetic and moral development.

3. Encouragement Good teaching is characterized byeveryday assistance to the students in evaluating their

performance. The teacher should indicate where theprogress of every student is being made. Praise, whenearned, makes the student aware and feel his success.


5/30


6/30

7. Integration Building upon previous knowledgeand experience required, new learning experienceswill undoubtedly contribute to an integration of whathas been completed into the new learningexperiences.

8. Lesson planning Learning units, lessons, andactivities for the day and even house-keeping mustbe well-planned. Daily activity should be thoughtfullyplanned indicating the detailed procedure ad the timeframe for each topic.


7/30

Strategies and Techniques inTeaching to Obtain OptimumResults

1. Lecture Strategy

2. Discussion

3. Question-and-answer (Socratic Method)4. Lecture-Demonstration

5. Problem Strategy

6. Project Method

7. Laboratory8. Field Trip

9. Group or Team Teaching

10. Drill Strategy or Practice


8/30

Basic Essential Component of the

Learning Material

1. Syllabus

2. Instructional Objective and Teacher Competency

3. Instructional Material

4. Learning Activities

5. Individualized Teaching Material


9/30

Hilda Tabas Three Teaching

Strategy1. Concept Formation This stage involves identifying and

enumerating of the data that are relevant to problem;grouping items according to some bases of similarity anddeveloping categories and labels for the groups.

2. Interpretation of Data This stage lead students toidentify critical aspects of data, explore relationships andmake inferences such as implications and extrapolating.

3. Application of Principles This stage requires studentsto predict consequences, explain unfamiliar data or

hypothesize and verify the predictions.


10/30

Information Literacy Approach

1. Prospecting. The first component of information literacyapproach involves the discovery of relevant information.This prospecting requires navigation skills as well as theability to sort, shift and select pertinent and reliable data.

2. Interpreting. It is important that the learner must beable to translate data and information into knowledge,insight and understanding.

3. Creating new ideas. True information literacy approachincludes the development of new insights and ideas. One

cannot be satisfied with rehashing the ideas of others andexpect to see fresh knowledge.


11/30

The following characteristics aremanifestations of information

literacy approach1. Invention

2. Fluency

3. Support4. Selection

5. Questioning

6. Planning

7. Interpretation8. Deep thinking

9. Commitment


12/30

Teaching Strategies in Laboratory

1. Manipulation of Concrete Objects. Students may not be ableto understand and use scientific concepts and principleswithout hands-on experience that is opportunities tomanipulate actual objects and materials.

2. Active Participation. If students are to learn the processesof inquiry, that is observing the real phenomena, collecting

data, analyzing and interpreting data, they must activelypractice performing these processes.

3. Scientific Competencies. Participating in a laboratoryexercise gives students an appreciation of the method ofscience and promotes problem-solving and other analyticcompetencies that can be generalized and applies to otherareas.

4. Motivation. Students enjoy goal-oriented activities andpractical work where they can see the relevance of abstractconcepts and principles and consequently becomeinterested in sciences and are motivated to learn morediscipline.


13/30

Checklists of Laboratory Activities

and Tasks Dimension Analysis Identify and define problems

Formulate Hypothesis

Predict outcomes

Design observation and measurement procedures

Design experiments

Carry out observations, measurements and experiments

Record results

Transform results to a standard format

Explain results

Make inferences and draw conclusions

Formulate generalizations and models

Define Limitations


14/30


15/30

Reflective Teaching Strategies

Scientific Method of Inquiry

1. Forming and refining a question by students with theanswer.

2. Collecting instances and observing facts

3. Putting facts or instances into a class and makinggeneralization

4. Making intelligence guess (hypotheses)

5. Testing to see which hypotheses is correct

6. Using new information as basis for further reasoning


16/30

Key Dimensions of ReflectiveTeaching

Teaching experience

Collecting data on teaching through written accounts,recording and observation

Review of data

Follow-up reflection and response


17/30

Self Critique of a Lesson

Audio record or video records a lesson.

Review the tape to identify to what extent your beliefsand principles are reflected in the lesson


18/30

Journal Writing

Groups of teachers write regularly about issue theyencounter in their teaching

At the end of each entry, they pose questions

Others read and comment on the questions


19/30

Shared Lesson Planning

Teachers plan a lesson around the same content

They compare and discuss lesson plants.

They teach the lesson and compare lessons


20/30

Peer Observation

Two teachers work together

Teacher A teaches, Teacher B observes

During the last 5 minutes of the lesson, 3 informationsets are collected; from the teacher, the observer andstudents


21/30

Case Study

A description of a problem a teacher encounters and

how he or she responds to it, can include comments byother teacher.


22/30

The Teaching Portfolio

A collection of documents that provide adescription/overview of how a teacher conducts his/herteaching.

Example of possible contents:

Sample lesson plans

Case studies

Video/audio recording

Classroom materials

Student evaluations Peer observation

Reflective essay


23/30

Guided Discovery

This strategy requires the examination of the cognitivestructure of the concepts to be taught and creates a seriesof experiences for students to explore and discover theconcepts themselves (Simon, 1988)


24/30

Other Teaching Strategies

Viewing-listening It involves the uses of instructionalmedia that include materials for reading and study bythe students individually

Inquiry Training It requires students to develop sills insearch for and processing data and analyzing themcritically. This method gives more freedom and directionto students activity.

Practice Drill It involves repeated performance of alearning act until a desired level of skill proficiency isachieved

Role-playing It provides a type of experience thatenables students to explore human relations problems,including feelings, values, attitudes and problem solvingstrategies.


25/30

Mastery Learning this strategy combines

classroom instruction for a group with aindividualized instruction. It is judgedbased on the students performance levelwhich is predetermined and which will bethe sole criterion for evaluating mastery ofthe topic.

Individual Instruction Approach it isalways assumed that the traditionalapproach to education is that whatever agood school curriculum has beendeveloped, it will adequately serve theneeds of all the students in the school.


26/30

Individual Differences AmongStudents

The human differences that make each individualdistinct from others is obvious. The students we teachdiffer in many aspects; e.g., intelligence, needs,

physical appearance and their experiences. Studentslearn at different rates of speed. By the same token,students are motivated differently in their desire tolearn.

Learning is unique to every individual alone and isdetermined by a combination of personal attribute.


27/30

Ways of Treating IndividualDifferences in School

Understanding the principle of human differences and howlearning is affected by these variables is important.

Individualized Instruction is a curricular program which issuited to the peculiar interests, needs and abilities of eachlearner. It is a program of instruction that makes certainprovision for the multiplicity of differences among students.


28/30

Components of IndividualInstruction

Pre-assessment The determination of the prerequisiteskills or understanding necessary for new learnings to beintroduced.

Multiple-learning Activities Provides different types of

learning experiments for students to utilizereinforcement as a tool foe effective learning.

Choice of Learning Activities Students should be givenan opportunity to chooe the learning activities whichhave been found to be most effective for hisimprovement.

Self-pacing Some students learn more slowly orquickly than others.


29/30

Self-selection of Subject Matter. It iseducationally sound to teach students how

to learn, make wise decisions and learnthe importance principles andgeneralizations of certain concepts.

Self and Peer-group Evaluation.

Consideration should be given to providean opportunity for students to have achoice in the selection of the mostinteresting method.

Creating Ones Own Learning Activities.Students are given some choices in thelearning activities that are most suited totheir own unique styles.


30/30

teaching learning interaction

Documents