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By

Dr Rahim Khan Ph.D (Colombo)

Learning Objectives Inform Demonstrate

Orient Stimulate

Application Opportunities

Assess &Feedback

Self-assessment

Are you ready to go?

O.K

Then;

.
Where ?
Who?

To Teach

When?

Why?

Teaching?

Teaching is a conscious stream of decisions, made before, during, and after instruction, the implementation of which, will increase the probability that learning will take place.

Madeline hunter (modified)

TOTAL TEACHING ACT?

1. 2. 3. 4. 5.

Selecting the objective Creating focus Teaching to the objective Reinforcing focus Reflecting on what worked and what didnt

Effective Teaching?

Effective teaching is a conscious stream of good decisions, made before, during, and after instruction, the implementation of which, will insure the probability that learning will take place and knowledge will retained.

Madeline Hunter (Modified)

..

..

..

T =

Tolerating

E =
A = C =

Encouraging
Able Committed

H =
E = R =

Hard Worker
Efficient Righteous

A good teacher makes you think even when you dont want to.
(Fisher, 1998, Teaching Thinking)

The aim of education should be to teach us rather . how to think, than what to thinkrather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men. ~Bill Beattie

Common Behaviour .Problems in Schools


Stealing .

Truancy Disobedience & insubordination Lying Fighting Cheating Lateness Rudeness Destructiveness Cruelty Smoking

Activity

Subject? Lesson? Unit? Paragraph? Chunk?

Activity

At Heart Of What We Do Is Teaching To The Objective (T 2 O)

What do we mean, teaching to the objective?

Putting in place a series of specific actions a teacher can take, that will enhance the learning of students.

The First Element of (T 2 0) Is Explanation

1. 2. 3. 4. 5.

CONTENT DEFINITIONS EXAMPLES MODELING PROCESS

1. CONTENT
Content is information which adds meaning and purpose to the explanation.

2. DEFINITION
Presenting the meanings of any new words, terms, symbols, or signs relevant to the new learning.

3. EXAMPLE An example is representative of a group as a whole; serves as a pattern of a specific kind; or a case or situation serving as a model. 4. MODELING
Performing An Action To Be Copied 5. PROCESS Demonstrating step by step procedures

THE FOUR COMPONENTS OF (T2O)


1. WAYS OF EXPLAINING 2. METHODS OF QUESTIONING 3. 4. TYPES OF ACTIVITIES WAYS OF RESPONDING

.
. There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE.

teachers job is not . only to help students do better In school. It is to help . them do better in life.
The

Eliot Eisner

At best school can be about how to make a life, which is quite different from how to make a living.
Neil Postman

Attitude and Behavior .

.
Attitude

Behavior

Attitude is a little thing but it makes a big difference

..

. .

Activity

Time management Students Motivated Teaching period Activity period Evaluation period

Activity

Advance organizer
The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.

No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. ~Emma-Goldman

The central job of schools is to maximize the capacity of each student. ~Carol Ann Tomlinson

The Learners

Age level? Class strength? Intellectual capacities? Physical Achilles, heel? Religious background? Cultural diversity? Aptitude?

. approach for a personalized

Multiple Intelligences:
learning how to learn

Sheila Graves Drexel University 4/2005

Multiple Intelligences

Spatial

Activity

The mind is not a bucket to be filled but a flame to be ignited

Incomprehensible!

Impossible!!

Our Pupil are being academically stuffed while being motivationally starved.

No change why?

Lila M. Smith

Confucius
(real name K'ung Ch'iu),

Lila M. Smith

Learning Pyramid .
(National Training Laboratories, Bethel, ME)

.
Lecture Reading

Average Retention Rate 5% 10% 20% 30%

Audio-Visual Demonstration

Discussion
Practice by doing Teach/Use

50%
75% 90%

CROSS-CHECKING WITH STUDENTS