INNOVATIVE METHOD OF TEACHING Introduction: Education is a light that shows the mankind the right direction to surge. The purpose of education is not just making a student literate but adds rationale thinking, knowledge ability and self-sufficiency. When there is a willingness to change, there is hope for progress in any field. Creativity can be developed and innovation benefits both students and teachers. Importance of Education: Islam attaches such great importance to knowledge and education. When the Quran began to be revealed, the first word of its first verse was 'Iqra' that is, read. Education is thus the starting point of every human activity. A scholar is accorded great respect in the hadith. According to a hadith the ink of the pen of a scholar is more precious than the blood of a martyr. The reason being that martyr is engaged in defense work while a Scholar builds individuals and nations along positive lines. In this way he bestows a real life to the world. “Education is the manifestation of perfection already in man” (Swami Vivekananda) Methodology: The traditional or innovative methods of teaching are critically examined, evaluated and some modifications in the delivery of knowledge are suggested. As such, the strengths and weaknesses of each teaching methodology are identified and probable modifications that can be included in traditional methods are suggested. Definition: “Innovative teaching is a proactive approach to integrate new teaching strategies and methods into a classroom.” Innovative tools: I hear and I forget. I see and I believe. I do and I understand. (Confucius) Ideas of Innovative Teachers: Simple exercises for improving empathy Dilemmas, decision making Joint decisions Developing a set Dramatization of well-known stories Situation games Simulation Tableau/Group of photographs
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
INNOVATIVE METHOD OF TEACHING
Introduction:
Education is a light that shows the mankind the right direction to surge. The purpose of education is not just
making a student literate but adds rationale thinking, knowledge ability and self-sufficiency. When there is a
willingness to change, there is hope for progress in any field. Creativity can be developed and innovation
benefits both students and teachers.
Importance of Education:
Islam attaches such great importance to knowledge and education. When the Quran began to be revealed, the
first word of its first verse was 'Iqra' that is, read. Education is thus the starting point of every human
activity. A scholar is accorded great respect in the hadith. According to a hadith the ink of the pen of a
scholar is more precious than the blood of a martyr. The reason being that martyr is engaged in defense work
while a Scholar builds individuals and nations along positive lines. In this way he bestows a real life to the
world.
“Education is the manifestation of perfection already in man”
(Swami Vivekananda)
Methodology:
The traditional or innovative methods of teaching are critically examined, evaluated and some modifications
in the delivery of knowledge are suggested. As such, the strengths and weaknesses of each teaching
methodology are identified and probable modifications that can be included in traditional methods are
suggested.
Definition:
“Innovative teaching is a proactive approach to integrate new teaching strategies and methods into a
classroom.”
Innovative tools:
I hear and I forget.
I see and I believe.
I do and I understand.
(Confucius)
Ideas of Innovative Teachers:
Simple exercises for improving empathy
Dilemmas, decision making
Joint decisions
Developing a set
Dramatization of well-known stories
Situation games
Simulation
Tableau/Group of photographs
Trial
Dispute
Effective Innovative Teaching Process:
Types of Innovative Teaching Methods:
Micro-Teaching Method.
Stimulation Teaching Method.
Programed Instruction Teaching Method.
Individualized Instruction Teaching Method
Computer Assisted Teaching method.
Micro Teaching
Introduction:
A method of teacher training/ teaching technique.
Simplifies the complex teaching process so that the student-teacher can cope with it.
Scaled Down Teaching Encounter.
Teaching reduced in Class size, Concept, time and number of pupils.
Definition:
“Teaching of a small unit of content to the small group of students (6-10 numbers) in a small amount
of time (5-10 min.) To train inexperience student-teachers for acquiring teaching skills. To improve
the skills of experience teachers.”
OR
“Microteaching is a technique for, improvement of skills preferably by self-practice and self-criticism.
Remember that it is not at all a teaching method, rather than, it is a device for skill practice, it has been
borrowed from Sports and Medical Sciences.”
Charteristics:
1) Duration of teaching as well as number of students is less.
2) Content is divided into smaller units.
3) Only one teaching skill is considered at a time.
Activities. Students
Teachers
4) Provision of immediate feedback.
5) In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation.
6) It puts the teacher under the microscope
7) All the faults of the teacher are observed.
8) The problem of discipline can also be controlled.
Comparison of Microteaching and Traditional teaching Method:
Microteaching Method Traditional Method
1. Class consists of 40 to 60 students. 1. Class consists of a small group of 6 to
10 students.
2. The teacher practices several skills at
a time.
2. The teacher takes up one skill at a
time.
3. The duration is 40 to 45 minutes. 3. Duration of time for teaching is 5 to 7
minutes
4. Immediate feed-back is not available.
4. There is immediate feed-back.
5. There is no control over situation. 5. Teaching is carried on under
controlled situation.
6. The role of the supervisor is vague.
6. The role of the supervisor is specific
and well defined to improve teaching.
7. Pattern of classroom interaction
cannot be studied.
7. Pattern of classroom interaction can
be studied objectively.
Microteaching Cycle:
Skills of Micro teaching Techniques:
Introduction Skill
Skill of Probing Questions
Skill of Explanation
Skill of Stimulus Variation
Skill of Black-board Writing
Skill of Achieving Closure
1. Introduction Skill:
o Establishing rapports with the learners
o Linking with past experiences
o link between introduction and main parts
o Use of appropriate devices/ techniques like questioning, examples, etc.
2. Skill of Probing Question:
o Probing questions are those which help the pupils to think in depth about the various aspects of the
problem.
o By asking such questions again, the teacher makes the pupils more thoughtful.
o Enable the pupils to understand the subject deeply.
3. Skill of Explanation:
It involves the ability of a teacher to describe logically „How‟, „Why‟ and „What‟ of
concept.
Precautions for skill of Explaining:
o In simple language.
o Should not be given the shape of an advice.
o Should be in a sequence.
o Should be according to the age, experience and mental level of the pupils.
4. Skill of Stimulus Variation:
o Teacher movement
o Teacher gestures
o Change in voice
o Focusing
o Change in the interaction pattern
o Pausing
o Student‟s physical participation
5. Skill of Black-board Writing:
Components of the skill of blackboard writing are:
o Legibility
o Size and alignment
o Highlighting main points
o Utilization of the space
o Blackboard summary
o Correctness
o Position of the teacher and
o Contact with the pupils.
6. Skill of Achieving Closure:
o Questions and statements by the teacher related to the consolidation of the major points covered
during the lesson
o Opportunities provided by the teacher to the pupils for linking the present knowledge with the past
knowledge.
o Opportunities provided by the teacher to the pupils for applying the knowledge gained during the
lesson to the new situations.
Feedback in Micro teaching:
o Helpful information or criticism that is given to someone to say what can be done to improve a
performance, product etc.
o The success of micro teaching depends on feedback.
o It is used in various forms in case of micro teaching by the supervisor, video-tape, films, T.V., which
are various sources of feedback.
Advantages of Microteaching:
1. It focuses on sharpening and developing specific teaching skills and
eliminating errors.
2. It enables understanding of behaviors important in class-room teaching.
3. It increases the confidence of the learner teacher.
4. It is a vehicle of continuous training for both beginners and for senior
teachers.
5. It provides experts supervision and constructive feedback.
6. It is a useful innovation in teacher education.
7. It develops greater awareness of individual differences.
8. It helps the teacher trainee of many problems such as indiscipline and anxiety.
9. It helps the teacher to prepare in better way.
10. It helps to reduce strain on practicing school.
11. The same unit again.
Disadvantages of Microteaching:
1. It fails of provide necessary training to teacher to teach in a normal class-room.
2. Limited number of students fails to arouse interest in teaching.
3. It is only of a limited application.
4. They require more time for planning.
5. Some-times it becomes difficult for the teacher to divide a bigger unit into smaller units.
6. Many times it creates administrative difficulties.
7. It hampers the class-room climate.
8. It is an artificial situation.
9. It requires the supervisors to be more critical.
10. It requires insightful supervisors.
Simulation Method of Teaching
History:
World War II
o “Monte Carlo” simulation: originated with the work on the atomic bomb. Used to simulate
bombing raids. Given the security code name “Monte-Carlo”.
o Still widely used today for certain problems which are not analytically solvable (for example:
complex multiple integrals…)
Late „50s, early „60s
o Computers improve
o First languages introduced: SIMSCRIPT, GPSS (IBM)
o Simulation viewed at the tool of “last resort”
Late „60s, early „70s
o Primary computers were mainframes: accessibility and interaction was limited
o GASP IV introduced by Pritsker. Triggered a wave of diverse applications. Significant in the
evolution of simulation.
Late „70s, early „80s
o SLAM introduced in 1979 by Pritsker and Pegden.
o Models more credible because of sophisticated tools.
o SIMAN introduced in 1982 by Pegden. First language to run on both a mainframe as well as a
microcomputer.
Late „80s through present
o Powerful PCs
o Languages are very sophisticated (market almost saturated)
o Major advancement: graphics. Models can now be animated.
Introduction:
Simulation is a particular type of modeling. Building a model is a well-recognized way of understanding the
world; it is a simplification of some structure or a system. On the other hand, it can be a prediction, a
substitute for experiential learning, or simply for entertainment. Here, we must mention the major difference
between simulation and experimentation – in simulation one is experimenting with a model and not with a
phenomenon. In our modern world we sometimes don‟t have the time to deal with a phenomenon, thus new
technologies
Have brought us models which complete Aristotle’s saying:
“The things we have to learn before we do them, we learn by doing them.”
Definition:
“Simulation is the process of designing a model of a real system and conducting experiments with this
model for the purpose of either understanding the behavior of the system and/or evaluating various strategies
for the operation of the system.”
Charteristics:
COMPUTER SYSTEMS: hardware components, software systems, networks, data base
management, information processing, etc.
MANUFACTURING: material handling systems, assembly lines, automated production facilities,