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Teaching method
By
Mrs.shabana nasar
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Teaching method
A teaching methodcomprises the
principles and methods used for instruction
. Commonly used teaching methods may
include class participation, demonstration,
recitation, memorization, or combinations
of these. The choice of an appropriate teaching
method depends largely on the information
or skill that is being taught, and it may
also be influenced by the aptitude and
enthusiasm of the students.
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Methods of instruction
Explaining
Demonstrating
Collaborating
Learning by teaching
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curriculum
The curriculum stresses on the total balance
between the body and the mind and an
important component of the
program.
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The curriculum in turn, more specificallyincludes oral language and literature, music,art, mathematics, social studies, science,dramatic play and physical activities as wellas activities to develop social/emotionalcompetencies and self-help skills. In
enhancing the development of the variousskill areas, one may note that the promotionof values is a crucial cornerstone of ourcurriculum. Through all these skill
developments, the underlying message to ouryoung minds is to fortify ethical developmentand consciousness.
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a pre-determined level of proficiency on a
specific motor skill or fitness component's)
specific time frame or deadline to reach goal plan of action to achieve goal
baseline and deadline performance
measurement procedures
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COMMON PROBLEMS IN SETTING GO LS
Setting too many goals too soon Stating most goals in general subjective terms
Not appreciating individual differences.
Holding on too long to unrealistic goals
Omitting "performance Goals."
Putting excessive emphasis on technique-related
goals.
Not appreciating the time commitment needed toimplement a proper goal-setting program
Not fostering a supportive goal-setting
environment
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Summary
"GOALS ARE EFFECTIVE BECAUSE THEYINFLUENCE PSYCHOLOGICAL STATES SUCH ASSELF-CONFIDENCE, DIRECT ATTENTION TOIMPORTANT ASPECTS OF THE TASK, MOBILIZE
EFFORT, INCREASE PERSISTENCE AND FOSTERTHE DEVELOPMENT OF NEW LEARNINGSTRATEGIES (Gould, 1993, p. 168)."
"IN ESSENCE, GOAL SETTING INVOLVES
COMMITMENT AND EFFORT ON THE PART OF THECOACHES AS WELL AS ATHLETES (Gould, 1993, p.164)."
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Tips about the Physical spects of Teaching a
Cerebral Palsy Child
View the classroom as if you were going to have to navigate it in awheelchair or walker.
Make sure the classroom is set up to provide accessibleresources for someone in a wheelchair or with a limited range ofmovement.
Try to have a way to secure paper or moveable objects to theworkspace so they can be utilized without having to be securedby another hand.
Look around for areas where a cerebral palsy student mightbenefit from additional support, like a handrail.
Understand a cerebral palsy child might require additional timeto reach the classroom or get set up for the class.
Insure the teacher has some understanding of what to do if acerebral palsy child begins to seizure
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Teaching method with Cerebral
Palsy
Teaching a child with cerebral palsy requires patience, experience
and knowledge. The severity of cerebral palsy varies greatly from
child to child so it's difficult to lay out a general course of education.
Teaching children with cerebral palsy usually requires individually
tailored education programs combined with various types oftherapy.
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To help a cerebral palsy child in the early years, most teaching focuseson functional gains in movement. Intense repetitive physical therapyhelps cerebral palsy children learn needed movement skills. Teachingshould focus on progress and positive change in a child's current
abilities rather than in lessening a specific cerebral palsy disability. Forexample, a teacher might encourage a cerebral palsy student toparticipate in activities which require two-hands rather than focusingonly on the use of the disabled limb.
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Computers are especiallyuseful as a part of a systemto enhance communicationfor individuals with CerebralPalsy. Some parentsbelieve that if their child istaught an alternativemethod of communicationor uses an augmentativedevice that their child willnot learn natural speaking.Studies have shownhowever that the opposite istrue. To the extent that theyare able, children will tryharder to speak. It can bevery frustrating to them notto be able to communicatetheir needs or thoughts.
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Different Methods of Application
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Vocational Training
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Taylor has hydrocephalus and cerebral palsy. Hydrocephalus means that
the fluid circulating around his brain and spinal cord is blocked and
cannot drain properly. Fluid builds up in his head causing his head to getbigger. Excess fluid also puts pressure on his brain causing brain damage
and cerebral palsy. Cerebral palsy is a non-progressive disorder of posture
and movement caused by damage to a developing brain.
Taylor is two years old.
He lives with his mother
and extended family on
the island of Pohnpei in
the Federated States ofMicronesia. He is an only
child and is well loved
by all of his family
members.
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Taylors hydrocephalus was treated when he was young by
placing a shunt- a tube that runs from his brain, under his skin
to his abdomen. This tube drains excess fluid. Unfortunately,
either the shunt was placed too late to stop any brain damage, or
the shunt stopped working after it was placed. It is too expensive
for Taylors government to send him off island to see more
specialist doctors and have surgery. Happily though, his head is no longer
growing too fast, and Taylor is learning and progressing in his
developmental skills.
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Taylor is getting services from
the Related Services Assistants(RSAs) in special education in
Pohnpei who are working with
him to develop his skills, and
to provide him with appropriate
assistive technology. He is
beginning to learn to communicate,
and is learning to sit up. He wants
to learn, and his family members
want to teach him with the help of
the RSAs.
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Taylor lives in simple surroundings, and his family does not have much
money to buy expensive equipment. His mother carries him most of the
time and he is getting heavier. Positioning is important for him so that he
can learn to sit alone and to move by himself.
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The RSAs designedthree options for
Taylors
positioning. Click
on a picture to see
how the object wasmade or used.
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Making An Adaptive Wooden Chair
1. Get plans for
chair from website
www.hawaii.edu/rsa.
2. You need access to a saw, measuring tape,and a screwdriver. You need plywood.
3. If you dontknow how to work
with power tools,
get help!
4. Pad the chairs
with soft fabric or
pillows.
Click Here toReturn to
Slide Show
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1. First we break up computer box
Styrofoam into small pieces.
2. Then we sew two vinyl table-
cloths together leaving a hole.
3. Then we pour
the Styrofoaminto the
tablecloth bag
and sew up
the hole.
4. Then we enjoy our products!
Making a bean bag positioner
Hint: Old plastic grocery bags work well
to fill small beanbags too.
Click Here to
Return to
Slide Show
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This plastic swimming pools was bought at Ace Hardware,
for ten dollars. It will last for a long time. Taylor uses it for:
1. Positioning (he sits up with the side as a backrest),2. Sensory play (play in the water),
3. Relaxation (warm water is relaxing to tight (spastic) muscles),
4. Social play (put several kids in the pool!).
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Taylor does not talk yet. He is learning to point to pictures tocommunicate his wants. He also uses gestures (pointing), facial
expressions (smiling, frowning), and vocalizations like crying,
laughing or grunting.
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Taylor enjoys reading
books which helps
him identify pictures.
The RSAs chose
pictures that have
meaning for Taylor. These pictures were mountedon firm cardboard to make a
communication board. He
points to pictures to make his
wants known.
Taylors Communication System
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Taylor loves trucks. The RSAs made him two trucks out of
Styrofoam with wheels from soda cans that really turn. These
trucks are light enough that he can move them by himself. He is
learning to identify colors, size, direction, and is getting stronger
by moving his truck across the floor.
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All children need toys and equipment, but Taylors toys and
equipment are helping him to learn to sit up, move around his
environment, interact with other people and objects, and learn
pre-academic skills.
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THANK
YOU