Amat laa B.Ed. 1% YEAR GENERAL METHODS OF TEACHING Course Code 8601 Prepared By: Hamid Sehar 4- [ +92 316 8560 735 2 [email protected] oO Punjab, Pakistan Vth PL eed Soe Le EPL LPPrepared by: Hamid Sehar@ B.Ed. 12 YEAR #6 General Methods of Teaching (8601) Ch # (01,02,03,04,07,09) Defi ions Of Teaching © 4823168860735 Links between school_and community: School culture should reflect the surrounding community. . Responsive teaching: Teachers should adapt their methods to meet students’ and sufficient _learning Teaching can be defined as a complex process of opportunities: Students should have imparting knowledge, skills, and values to learners. It is an art, a science, and a craft that requires creativity, technical skill, and a passion for learning. ‘Teaching is defined a: “A process in which students are prepared for learning by providing initial structure to clarify planned outcomes and indicate derived leaning strategies.” (Good, T; Brophy, J. 2000). ive Major Roles of a Teacher for Effective ‘Teaching The purpose of teaching is fo help students lead To do this, teachers must play five major roles: (1). Subject_matter_expert;.Teachers must have a thorough understafiding of the subject matter they are teaching and be able to go. beyond. the standard textbook materials. Pedagogical expert: Teachers must be able to set appropriate learning goals and objectives, communicate them clearly, and help students achieve them, Excellent communicator: Teachers must be able to communicate effectively both orally and in writing, Student-centered mentor: Teachers must be able to encourage each student to learn and help them take their learning to higher levels. Systematic and continual _assessor: Teachers must be able to assess student learning and their own teaching (2). B). (4). (5). effectiveness. Effective teaching helps students reach their full potential, @. Caring d_inclusive _learning commun Positive classroom environments foster better leaning. Created by Hamid Sehar access to diverse and engaging learning experiences. (v). Multiple_tasks “and _contexts: Varied learning activities support different learningstyles. (vi). Aligned curriculum goals: Learning objectives should be clear and consistent across different subjects (vii). Feedback-based pedagogy: Teachers should provide timely and constructive feedback to help students improve. Promoting learning orientations: Encourage students {0 develop self- regulation, metacognition, and critical thinking skills Constructive goal-oriented assessment: Teachers and students should work together to set and evaluate learning goals. Seven Means _of Assisting _ Students’ Performanes ‘* Modeling: Teachers demonstrate desired behavior for students to imitate * Providing feedback: Teachers inform students about their performance and help them self-correct. © Using contingencies: (iy). the Teachers apply instructions to guide students towards the correct response. © Questioning: Teachers ask questions to g rewards and punishments to encourage 2 desirable behavior and discourage negative 2 behavior. $ © Directing: Teachers give specific g assess students’ understanding and stimulate their thinking, © Explaining: Teachers provide _ clear explanations to help students organize and understand new concepts. «Structuring tasks: Teachers break down complex tasks into manageable steps to guide students' learning, = [email protected]Prepared by: Hamid Sehars The Concept of Effective Teaching Effective teaching can be defined as a process of imparting knowledge and facilitating learning in ‘a manner that maximizes students’ understan retention, and application of the subject matter. Aspects of effective teaching, «Effectively managing a classroom, © Starting each class with a clear objective, * Engaging students with questioning strategies, © Consolidating the lesson at the end of a period, and © Diagnosing common student errors and correcting them, Effective Teaching Measures The MET project (2010) proposed seven measures to promote effective teaching: (i). Multiple measures of effectiveness ii). Accurate teacher evaluation D Meaningful tenure Differentiated pay based on et v). Strategic placement of aN oe) (vi). Continuous teacher imps Improved student outcomes » © Knowledge: Deep understanding, broad foundation, well-rounded education Abilities: Information literacy, critical thinking, problem-solving, self-directed learning, research, communication dset: Questioning attitude, open- mindedness, epistemic awareness, enjoyment of learning, lifelong teaming commitment , (By -estesco7 ° (3). Engagement: Learning by doing is key. Teachers should create an environment where students can actively practice what they're leaning, and engage them throughout the lesson, (4). Enthusiasm: Teachers’ enthusiasm for the subject, coupled with professionalism, confidence, and knowledge, creates a positive learning environment. Interaction and active participation reinforce this enthusiasm, Approaches to teaching effectiveness ‘Tharp, and jore, (1991) identified three perspecti¥@8.on teaching effectiveness: (@. The ‘style’ view » Focuses on teacher actions and behaviors. “As )Assumes. that effective teachers share tas (© cxtsin characterstis, such as warmth, enthusiasm, and the use of effective ) teaching techitiques, (ii). The ‘outcomes’ approach file # Focuses on student leaming outcomes, © Assumes that effective teaching is determined by the extent to which students achieve desired leaming goals. (ii). The ‘inquiry" approach + Focuses on the relationship between teacher actions and student learning outcomes. phasizes the importance of teacher reflection and inquiry into their own practice. ‘The Cycle of Inquiry ‘The cycle of inquiry isa process for teachers to use to improve their teaching effectiveness. It involves two phases: Inquiry 1; This inquiry focuses on the impact of teaching actions on student outcomes. Inquiry 2: This inquiry focuses on identifying +92 316 858075 © Principles of Effective Teaching (2 +92316 9560735 Four Aces of Effective Teaching: (1). Outcomes: Clear leaming goals help students understand where they're headed and how to get there. It guides the teacher in designing and delivering course content and assessing student learning, 2). Clarity: Effective teachers provide clear explanations and ensure that course concepts are easily understood. Clarity is crucial for effective learning. Created by Hamid Sehar possibilities for improvement through the experiences of other teachers and from research. Factors of Effective Teaching Gumey, (2007) suggests five key factors that contribute to an effective learning and teaching environment: (1). Teacher_Knowledge, Enthusiasm, and Responsibility for Learning: Teachers should share their knowledge with students and encourage student participation. = [email protected]2). @). (4). (5). Prepared by: Hamid Sehars Classroom _Acti :s_That_Encourage Learning: Students should be actively engaged in the leaning process through exploration, experimentation, and discussion. Assessment Activi That Encourage Learning Through Experience: ‘Assessment should be an ongoing process that helps students identify their strengths and weaknesses. Effective Feedback That Establishes the Learning Processes in the Classroom: Feedback should be specific, timely, and actionable Effective Interaction between the Teacher_and_the Students: Teachers should create a positive and. supportive learning environment that respect encourages, and stimulates learning. fy Role Of Teacher for Conducive Learning Environment & 192316 9860735 ‘Teaching is a multifaceted profession. The teachers have to perform many roles oth Bag The proces of teaching and imparting, information to the students. Areas of Responsibility (. @). GB). (4). i Leader: The>teacher leads students and families by creating a positive and disciplined learning environment. Responsibility: The teacher is responsible for promoting the mission and philosophy of the school, maintaining a positive and effective learning environment, setting academic standards, providing homework, marking and supervising student work, demonstrating knowledge and competence, and demonstrating high levels of professionalism, Teaching Knowledge: The teacher teaches knowledge to children by following the curriculum and using various teaching methods. Creating Classroom Environment: The teacher creates a positive or negative classroom environment by setting the tone and modeling appropriate behavior. Harid Sehar © ss2ar6 8860785 Created by Hamid Sehar © +s2316 8560735, 6). ©. . ° Role Modeling: The teacher becomes a role model for students by providing love and care. Mentoring: The teacher mentors students by encouraging them to do their best and enjoy learning. Signs of Trouble; The teacher looks for signs of trouble in students and takes steps to address the problem. Motivate Student: students. motivatediin learning. Mest.Basic Needs: Meet students’ basic id age-related needs. Exercise_Mode jontrol: Exercise either too much nor too little control over the class. Empower Students: © Make responsible for their own learning. Keep Instruction at the Student Level: Keep instruction at the students’ development level Develop Healthy Relationships: Develop healthy and professional relationships with all students. Communicate Interest: Communicate interest in all students and show concern for each of them. Ensure__Physical__Closeness: Ensure physical closeness with all students while instructing, Avoid Labelling: Avoid labelling students with negative adjectives Describe Behavior, _Not Character: Describe the Behavior of the misbehaving student, not characterize the student. Increase Engaged Time: Increase the "engaged time" by keeping students involved in learning tasks. ‘Teach Roles and Routines: Teach roles and routines to younger students in academic fashion. Develop Classroom Rules: Develop a set of few general classroom rules applicable to variety of situations Enforce Discipline __Assertively: Be assertive, rather than passive or aggressive, in enforcing discipline. Keep students = [email protected]Redefining the Role of the Teac! Prepared by: Hamid Seharé © Create Businesslike Climate: Create a businesslike climate in the classroom where students understand that they and the teacher have a common goal of learning. Handling Misbehaving Students ‘© Deal with the Present Problem: Deal with the present, current problem immediately. © Talk to the Student Directly: Talk to the student directly, instead of talking about him with others. © Stay Calm and Firm: Don't be harsh or provoked. Stay calm and address the problem firmly. © Diffuse Hostility: If the student is hostile, the teacher can diffuse his hostility by responding with a soft, calm, and soothing tone, Acknowledge the student's feelings. * Shift from lecturing to active learnii Teachers should no longer be the source of knowledge but should, facilit: student leaning through aci (‘Os and collaboration. a © Expanded educational “envi fonment: Learning should take place beyond the ‘hs community, and online. S * Teacher _a®slifelong learner; Teachers should be constantly learning and adapting to new teaching methods and technologies. * Teacher as mentor and coach: Teachers should help students develop their critical thinking skills, problem-solving skills, and self-motivation. * Teacher_as advocate: Teachers should support students from all backgrounds and help them reach their full potential. classroom, in New Relationships and Practices * New teaching methodologies focus on active learning, problem-solving, and critical thinking. * Curriculum is more relevant to students’ lives and engages their abilities. * Assessment measures real-world learning. * Teachers are facilitators of learning, not just dispensers of knowledge New Tools and Environments «Technology is changing the role of teachers and students. Created by Hamid Sehar G w (Di) sresssors New Professional Respon: and deal oo ichers are also researching lucational effectiveness and mentoring O ° Teachers are now facilitators of learning, not just dispensers of knowledge. The structure of schools may also change to accommodate new teaching and learning styles. Team teaching is becoming more popular, where multiple educators share responsibility for a group of students. Ss Teachers are working with others to set standards for student learning They are participating in decision-making with organizational problems. teachers. Je Characteristics of an Effective Teacher |) Personal qualities © esznse560735 Fairness: Treat all students equitably to avoid long-lasting negative impressions. Positive Attitude: Maintain a positive ‘outlook and use praise to encourage active student participation. Preparedness: Be well-prepared to minimize behavior problems —_ and disruptions. Personal__Touch: Build _personal connections by using students’ names, showing interest, and sharing relatable stories. Sense_of Humor: Use humor to ease tension and make learning enjoyable. Creativity: Employ creative and engaging teaching methods. Willingness _to__ Admit __Mistakes: Acknowledge and apologize for errors as a positive model for students. Forgiving: Demonstrate a willingness to forgive and guide students toward improvement, Respect: Eam respect by giving respect and maintaining sensitivity for students’ feelings. High Expectations: Have high standards and consistently challenge students to excel, QO es60735 = [email protected]Prepared by: Hamid Sehars ‘Teacher’s Compassion: Create an emotionally safe earning environment and reduce the impact of hurtful situations. Sense of Belonging: Foster a sense of unity and belonging among students to enhance learning. Character from ___The Exhibit_enthusiasm: Teachers who are enthusiastic about their subject matter and teaching can make learning fun and engaging for students. Know your content: Teachers should have a deep understanding of the subject matter they teach and be able to keep up with the latest developments in their field. Be organized: Organized teachers are able to manage their classrooms and student: effectively, which allows them to spend more time on teaching. Sen Teach actively: Teachers should be actively involved in teact ing ving, around the classroom, andi with, ) students. "™%» Show a good attitude: Teachers should have a posi veal and be respectful of their students) J) Establish So suecessful____classroom management: Teachers should establish clear rules and expectations for their students and be consistent in enforcing them. Pace instruction: Teachers should pace their instruction appropriately so that students have enough time to learn the material. Maintain_good_people_skills: Teachers should be able to work well with others including their students, colleagues, and parents Be communicative: Teachers should be able to communicate clearly and effectively with their students, Question effectively: Teachers should use questioning to engage students in thinking and learning. Differentiate instruction: Teachers should differentiate their instruction to meet the © sszaees60735, The Concept Strategies & Techniques Profession: ° © Build success into your class: Teachers should create opportunities for all students to succeed. * Hold high expectations: Teachers should have high expectations for their students and communicate those expectations clearly. © Create a pleasant atmosphere: Teachers should create a classroom environment students feel comfortable and respected. * Be Mexible: Teachers should be able 10 gia, teaching plans and methods as ane jualities fe Collaboration: Works well with others, where “Y communicates clearly, and is open to feedback. ‘* Honesty and Integrity: Trustworthy, respectful of others, and professional © Respect: Values all students, creates a safe and = welcoming environment, and recognizes students’ identities. © Commitment to Learning: Always looking for ways to improve, open to new ideas, and values assessment. © Emotional Maturity: — Self-confident, enthusiastic, dependable, and manages emotions effectively. * Leadership and Responsibility: Follows school policies, advises and supports students, meets demands, and demonstrates initiative of Teaching Methodologies, Teaching methodologies are the overall approaches to teaching, while and strategies techniques are specific methods used to implement needs of all learners. Created by Hamid Sehar > those methodologies. > Classroom__management is successful teaching and learning. Effective classroom managers plan ahead, teach rules and procedures, and arrange the cla environment to minimize key to room distractions. Academic learning time is the amount of time students spend actively engaged with academic content. = [email protected]Effect Prepared by: Hamid Seharé fe teachers allocate adequate time to academic content and manage it effectively. > Seating arrangement should be flexible and adapted to the type of lesson being taught. Teachers should also know the names and appropriate seats of all students Discipline in the classroom involves using guidance and teaching techniques to create 4 positive learning environment. Teachers should fairly examine the reasons for individual student behavior and plan accordingly. Good teaching requires a combination of effective methodologies, strategies, and techniques. Teachers who are successful in managing their classrooms and maximizing leaning time are more likely to achieve their teaching goals. ‘Teachi jethods & Strategies: (D. (2). @). (4). (5). 6). . Lecture: Traditional method for conveyin; information to a large audience, but lack student engagement and feedback. be enhanced with active leaming strategies. Case Method: Engag: in discussing real-world pr romoting, critical thinking and awa Utilizes requiting preparation from both teachers and students. Effective when students and teachers actively participate in discussions. Active Learning: Involves _problem- solving, group activities, and simulations to enhance critical thinking, Engages students by applying knowledge to real-life situations. Cooperative Learning: Encourages small groups to work together toward common goals, fostering student and faculty involvement. Promotes teamwork, leadership skills, and critical thinking, Integrating Technology: Utilizes technology to enhance the leaming experience, promoting communication and understanding, Includes email, listserves, and discipline-specific software. Distance Learning: Extends beyond the traditional incorporating various Created by Hamid Sehar leaning classroom, technologies. (Di) sresssors (8). ). (10). ° Broadens the learning environment through online tools and virtual classrooms. Questioning: Encourages _ student engagement and critical thinking through questions from both teachers and students. Fosters inquisitiveness and critical thinking. Explaining: Presents information logically and directly, often with examples. Requires a clear introduction and summary for better understanding. : Utilizes visual aids for better ing and retention. Enhances observation, replication, and -ement, ink monstrating: Explains concepts step- practical application. Encourages students to explore and apply knowledge. ¢ t by-step, enhancing understanding through (12). Collaborating: Encourages teamwork and mutual responsibility, improving problem- solving skills. Fosters group discussions, leadership, and presentation abilities Teaching techniques © +eane asc07a6 (1). Brainstorming Brainstorming is a group creativity technique to generate ideas for solving a problem.It is helpful for breaking out of established patterns of thinking. There are four basic rules: * Focus on quantity. fio * No criticism. * Unusual ideas are weleome. * Combine and improve ideas. Outline of the method * Set the problem. £ — * Create a background memo. 2 —-* Select participants. ‘s — * Createa list of lead questions. § — * Conduct the session. 5 * Organize the ies creas 8) * Categorize the ideas. " * Review the list. hamid sehar Process “Participants write down their ideas. * The idea collector numbers the ideas and repeats them to confirm the meaning. % Participants elaborate on previous ideas. ‘* Managers and superiors should not attend. = [email protected]2). Prepared by: Hamid Seharé Problem-Solving Method Problem solving is a process to choose and use the effective and beneficial tool and behaviours among the different potential ies to reach the target. Steps of Problem-Solving Process 1. Choosing the topic and emergence of problem. 2. Delimitation of the problem. 3. Planning the application 4, Preparing the working guide 5. Providing the sources. 6. Examining the problem. fae 7. — Getting a conclusion. 8. Disputing the topics, views and findings. Advantages Disadvantages 1. Active learning —_ 1. Time-consuming Ds Scientific 2, Not universally thinking applicable! €< 3. Interest and 3. Burdeggom® ose responsibility 4. Problem-solving 4. Difficulty with) materials | skills and evaluation) 5. Collaboration ~~ 6. Logical ”%y foundation (3). Cooperat ic Cooperative learning isa successful teaching strategy in which small teams, each with students of different levels of a activities to improve their understanding of a subject. Each member of a team ty, use variety of leaning responsible not only for learning what is taught but also for helping ‘teammates learning, thus creating an atmosphere of achievement. Elements of Cooperative Learning Posit interdepence Face to face interaction Individual and group accountability Interpersonal and small-group skills Group processing Jigsaw Three-step interview ‘Think-pair-share Round robin brainstorming Three-minute review (Di) sresssors © so2aisesso73s ” Advantages ° ‘Numbered heads Team pair solo Circle the sage Haric Sehar Advantages Partners © +82316 8560735 Promotes participation and decision making. Creates a cooperative and empathetic atmosphere. Encourages contributions, different opinions and students to choose their level of icipation. Develops cooperation and negotiation skills = Allows part ‘Can be noisy and chaotic. Some students may not enjoy it. Students may find themselves uncongenial groups in @). Drama Technique Dramatization: This technique contains many sub techniques as follows Sub Techniques Informal drama: no preparati written material for ex-traffie accident Role playing students may get preparation for their role before acting, Formal drama: completely under the teacher control. Everybody uses written material, Puppets: students use puppets and say what they want behind the puppets Pantomime: students use only mime and gestures, no oral acts, such as washing his face, eating something Finger game: especially for younger students. A story is given and want students to complete it by making their fingers talk. Ths fn fio Provides direct involvement in learning on the part of all students. Improves language using. ‘Communicating/speaking skills are improved. Allows for exploration on solutions and listening Created by Hamid Sehar =) hamidseharO@graail. comPrepared by: Hamid Sehar@ dvantages ‘Needs too much time. If students are limited, it may be boring, Students may be too self-conscious. Not appropriate for large groups New themes in teaching © sans as60735 (1). Pedagogical Content _ Knowledge: Q. ©). (4). (6). (. Teachers must understand what they are teaching and adapt their methods to make it ly understandable. Competition vs. Cooperation: Teachers are encouraged to distinguish between healthy and unhealthy competition, promoting cooperation and reducing negative effects. Individual Learning Needs: Recognizing diverse learning styles, teachers should: adapt their methods to cater to each student's individual needs. eas Knowledge of Results: As€sment methods should provide cognitive feedback to encourage conceptual uitderstanding, rather than just foeusing ‘on facts and figures, Textbook Quality: Textbooks need improvement to provide in-depth knowledge ‘and conceptual understanding suitable for students’ developmental levels. Intelligence _and__Prior _ Knowledge: Teachers should consider individual intelligence tendencies and probe and reconstruct prior knowledge to facilitate learning. Career Counselling: The educational system needs to better prepare students for the world of work, including industrial and organizational settings. A lesson plan is a detailed plan of the objectives and activities for a particular class. It is an important part of the teaching and learning process, A lesson plan flects what a teacher wants to achieve in each class and how it will be achieved? Created by Hamid Sehar Need Of Lesson Planning a). Q). 4). 6). Alesson plan serves as a vital guide for teachers, outlining what will be taught and how it will be effectively conveyed during class time. Need of Lesson Planning Lesson plan is a roadmap of the instruction. Ithelps teachers to achieve their goals and objectives It helps to avoid problems or get rid of them. It gives a reality check of everyday performance. It improyes the habit and attitude of the ‘students. It improves the teaching skills of the teacher, It makes teaching ordinary and easy. It makes the teacher organized during teaching. Benefits of Lesson Planning for Teachers Improved student learning: A well- planned lesson ean help teachers to deliver the content more effective and engaging way, which can lead to improved student learning outcomes, Better time __ management: Lesson planning can help teachers to make the most of their instructional time by ensuring that they have a clear plan for the lesson and that. all of the activities are aligned with the learning objectives Increased teacher confidence; Having a well-planned lesson can help teachers to feel more confident in their teaching abilities, which can lead to a more positive and productive leaning environment for students. Reduced stress: Lesson planning can help teachers to reduce stress by helping them to be more organized and prepared for their lessons. Improved teaching __ ski Lesson planning can help teachers to improve their teaching skills by encouraging them to reflect on their teaching practices and to make adjustments as needed. Haid Sehar & +92316 8560735 ina = [email protected]Prepared by: Hamid Seharé Process of lesson planning ‘A successful lesson plan addresses and integrates these three key components CD. Objectives for student earning gi, (ii). Teaching/learning activities (iii). Strategies to check student understanding. (1). Pre-Planning Stage Before teaching, teachers should develop a lesson plan for the class by answering the following, questions: Key Questions to Consider ‘What are my objectives for this class? * What are the objectives for this class, written in behavioural terms? Why is this material important? * What content will be covered in the particular class? %* What materials will be needed? * What will the students already know? ¢ 2). Designing a Lesson Plan Three main elements of a lesson plan: © Introduction: Warm up studen rovide context, and connect the lessomo students! lives. * Development: Engage s in’ active learning, use a variety of teaching methods, and give studénts)the @hance to apply the taught skills, © Conclusion: Tie it all together by summarizing the main points, explaining their relevance, and previewing the next lesson. «Ask for Questions: Dedicate the last few minutes for students to ask questions and explore ideas independently. © Summarize Main Points: Recap the main points and explain how they relate to the overall course, promoting conceptual understanding. «Preview the Next Lesson: Highlight the connection between lessons, demonstrating their relevance and fostering a conceptual understanding. * Recapitalize or One-Minute Writing: With a couple of minutes remaining, ask students to write the main idea of the class and one question about the content, promoting reflection and reinforcing key concepts Created by Hamid Sehar (By -estesco7 ° (3). The Post-Planning Stage Afier planning a lesson, teachers should take the time to assess whether students learned the material and whether the lesson was effective. This can be done through simple and informal methods such as observing students work or collecting their thoughts on the lesson. ‘Approaches To Lesson Planning The following classic lesson planning models are ‘most popular in lesson planning. These are: (1). Gagne}s framework for instructional Q. ‘en steps of lesson planning and @). 's lesson planning model framework for instructional ment focuses on the acquisition of allectual skills during instruction. The nine ) cents of instruction are: of (). Gaining attention @). Informing learners of the objective 3). Stimulating recall of prior learning (4). Presenting the content (5). Providing learning guidance Pao (6). Providing opportunities to practice (7). Providing feedback (information about how to improve) (8). Assessing performance (exam, tests, Papers) (9). Enhancing retention and transfer Madeline Hunter’s Seven Steps Lesson Plan (1). Getting Students Ready to Learn * Review: Briefly review prior knowledge to connect to the new concept. Anticipatory Set: Capture students’ attention and activate prior knowledge. State Objectives: Clearly state the learning ‘objectives for the lesson. (2). Instruction * Input and Modeling: Present new information and demonstrate skills or concepts. (3). Checking for Understanding © Check for Understanding: Ensure students grasp the material through formative assessment. * Guided Practice: Provide opportunities for students to practice with feedback and support. & +9236 8560795 = [email protected]Prepared by: Hamid Sehars (4). Independent Practice Independent Practice: Assign work to reinforce learning and apply new skills or concepts. 5 Es of Lesson Planning: Po (1). Engagement: Capture students’ interest and activate prior knowledge. (2). Exploration: Provide hands-on activities for students to explore concepts. (3). Explanation: Guide students—_in ig and explaining key concepts. summarizi (4). oration Extend students’ understanding through application and problem-solving 6). ation: Assess students’ mastery of the learning objective Course And Unit Planning © +82316 88607st ‘Once you have determined the needs of learners, course. (1). Deciding on a Topie ka (By -estesco7 ° * Statements of what a leamer is expected to know, understand and/or be able to demonstrate after completion of a process of learning. (5). Levels of Abstraction © Use Bloom's taxonomy to categorize levels of thinking. * Introductory courses may have outcomes at the initial levels of abstraction, while accredited and certified courses would be expected to have more complex outcomes at higher levels of abstraction. (6). Writinggup Outcomes Outcomes ean be written up in the following forméit3At thgend of this course students should be \o anager aii, ., Integrate (1). Discussion of Outcomes Jule * Discuss learning outcomes with students at the beginning of a course * Consult with your students : ine £ © This ensures that you are both working their interests and what ismdriving their | 3 towards the same objectives and gives interests. oy 2 students an idea of what they can © Consider what, palib work in the | § reasonably expect to achieve. past and why.) 2, * Thisalso provides an opportunity to amend + Evaluate bqpteteing ime? can a earning outcomes in line with the wishes of developed or modified. particular student groups. # Assess whieh exercises/problems/assessment Daily And Weekly Planning assignments were most appropriate. Strategies for Effective Planning (2), Planning Backwards (1). Define objectives: Clearly define your © Begin with the end in mind, goals to guide your planning. © Determine what students should be 2). Brainstorm tasks: Identify the tasks expected (0 achieve from a course required to achieve your goals. Plan how material can be organized and (3). Assign roles: Determine who will handle delivered to reach this end. each task to avoid redundancy. (3). Overarching Goals (4). Create daily and weekly schedules: Break © Describe the most_—_important down milestones into daily components. understandings that students should (5). Evaluate progress: Regularly assess your develop during an entire course. progress and make adjustments as needed. * Ask yourself; © What —_ essential (©). Review planning process: Reflect on your understandings do you want students to planning process to improve future take away from the course? planning. (4). Learning Outcomes i © Break overarching goals into identifiable Harid Sehar and manageable units of achievement. & +92316 8560735, Created by Hamid Sehar =) hamidseharO@graail. comPrepared by: Hamid Sehar@ Importance of Daily and Weekly Planning «@. Q). @). Steps In Lesson Planning (De (6). Planning reduces stress: Proper planning gives teachers peace of mind and confidence in their ability to achieve their goals Planning prepares for obstacles: Planning helps teachers anticipate and prepare for unexpected challenges. Planning tracks progress: Planning, allows teachers to evaluate their progress and make adjustments as needed. © sea Outline learning objectives What is the topic of the lesson? What do you want students to lean? What do you want them to understand and be able to do at the end of class? What do you want them to take away from this particular lesson? Develop the introduction. Gather background informationpfrom the students prior to lesson. Develop a creative introduetion to the topic to encourage thinking, Plan the specific learning attivities. Prepare severalvand different examples to explain the topic/eoncept. Estimate how much time you will spend on each activity. Manage the time for different applications or problems. Plan to check for understanding. What questions will you ask students to check for understanding? How will students demonstrate that they are following? What activity students can do to check whether each of those has been completed? Develop a conclusion and a preview. Repeat the material covered in class by summarizing the main points of the lesson. Conclude the lesson by summarizing the main points and making a link to the next lesson: Create a realistic timeline. filo Estimate how much time each of the activities will take, then plan some extra time for each. Created by Hamid Sehar 4923168560735, When you prepare your lesson plan, next to each activity indicate how much time you expect it will take. Plan a few minutes at the end of class to answer any remaining questions and to sum up the key points. Plan an extra activity or discussion question in case you have time left. Be flexible and ready to adjust your lesson plan to students’ needs. ‘The Lesson Plan Format @. On Q). (4). (5). ©. . (8). 9). (10). ap. > > > There aremaniy formats for a lesson plan. Most lessongplans"¢orifain some or all of the following elerents, inithis orc Title: Concisely identify the lesson's topic. ‘Time: Estimate the duration of the lesson. Materials: List all necessary resources for the lesson. Objectives: Clearly state what students should be able to do or know by the end of the lesson. Set_(Bridge-In): Engage students and connect to prior knowledge Instructional Component: Guide students through the new concepts and skills. Independent Practice: Allow students to apply their learning independently. Summary: Recap the key points and address any questions. Evaluation: Assess students’ understanding of the lesson's content. Analysis: Reflect on the _ lesson’s effectiveness and identify areas for improvement. Continuity: Link the lesson to previous and future concepts, STUDENT MOTIVATION Introduction © +92016 0560725 Motivation is crucial for learning. Motivation varies among students. Teachers play a key role in motivating students, Har id Sehar (+9231 8560735 = [email protected]Prepared by: Hamid Sehars Defi jon Of Motivation _@ +#2sieeseo7ss | ‘Theories Of Motivation Motivation is the internal and external forces that drive individuals to engage in goal-directed behaviours. The word motivation is derived from a Latin word ‘movers’ which means to move. Thus, motivation is an external force which accelerates a response or Behavior. Ways In Which ___Different__Psychologists Articulate Their Understanding of Motivation “The term motivation refers to the arousal of tendency to act to produce one or more effect” Allport (1935 ) ‘Motivation is constant, never ending, fluctuating and complex and it is an almost universal characteristic of particularly every organismic state of affairs.” Maslow(1960 ) “The process of arousing, sustaining and regulating activity” Crow. L. D.(1953 ) ot “The central factor in the effective management the process of leamning.”B.R. Annandi (1981) ‘Motivation in school leaming inyolves arousing, persisting, sustaining and direetifg ‘desirable behavior.” Lepper, Mark R(1998) © «) ‘Types Of Motivation © 82516 8860738 (). Positive Motivation: This is a positive response to an action that is taken to achieve a goal. Negative Motivation: This is motivation that is reinforced with fear, anxiety, or other negative feelings in order to achieve a goal. Extrinsic Motivation: This is motivation that comes from outside of an individual and is driven by external rewards or bribes. Intrinsic Motivation: This is motivation that comes from within an individual and is driven by an interest or enjoyment in the task itself. Examples of Motivation * A child may do chores not because they enjoy them, but because doing so ears them an allowance. (Extrinsic Motivation) * A student may study hard for a test because they enjoy the content of the course. (Intrinsic Motivation) @x™ esso7as i). (iv). Behavioral Perspective on Mot in > Motivation is a product of effective contingent reinforcement. > Extrinsic reinforcement, such as praise, a smile, or an early mark, can be used to stimulate students' task engagement. > While many teachers use extrinsic reinforcement, they may not be aware of its effectiveness ‘The Humanistic Perspective Pile There are two theories of motivation from humanistic perspective: ()._, Maslow’s Hierarchy of Needs Accofding .t0 Maslow’s. model, once basic pliySiological needs have been satisfied, efforts are © ditected toward achieving needs associated with ‘sfety, love and belonging, and self-esteem. "People are motivated by a hierarchy of needs. Hierarchy: * Physiological Needs (food, wat * Safety Needs (security, stability) * Love and Belonging Needs (relationships, friendship) # Esteem Needs (confidence, achievement) * Self-Actualization (fulfilling one's potential) |. Roger's motivation theory Rogers argued that: Behaviour was influenced by the individual’s perception of both personal and environmental factors. People should listen to their ‘inner voices” or innate capacity to judge what was good for themselves, rather than relying on feedback from external sources. ; shelter) According to it: Behavior is influenced by personal perception. Inner Voices: Listen to your instincts and judgments. Personal Evaluation: Trust your own assessment of what is good for you. Cognitive Perspective on motivation Cognitive perspective emphasizes students’ internal motivation, attributions, and beliefs in controlling their environment, It highlights achievement motivation, attribution theory, and goal setting. @ 192.316 8560735 Created by Hamid Sehar =) hamidseharO@graail. comPrepared by: Hamid Seharé a) Achievement Motivation John. need "A Atkinson and David McClelland described the for achievement as: fable personality characteristic that drives some individuals to strive for success. Students who moti belie have a high need for achievement are vated to become involved in an activity if they sve that they will be successful. They are moderate risk taker and tend to be attracted to tasks. where the chances of success are fifty-fifty; since there is a good chance, they will be successful. They like to attempt a task, but not if they know there is substantial risk of failure." b) Weiner’s Attribution Theory Weiner’s Attribution Theory explores how explanations of success and failure influence moti vation and Behavior. Students attribute outcomes based on their beliefs about control. Elements like locus of control, controllability, ant stabil inter, lity are crucial in understanding how stu pret the causes of their outeomes. Applications Of Motivation in Education Moti how effects on! e towards vation in education can have students learn and howsthey ys a crucial role in their behavior subject matter. Motivatio student learning, towards subject m: their overall academic performance. It cant Direct Behavior towards specific goals: Motivated students are more likely to set and pursue achievable goals, guiding their learning trajectory. Lead to inereased_effort_and_energy: Motivation fuels students’ willingness to invest time and effort in their learning, enhancing their engagement and persistence, Increase_initiation_and_persistence_in activities: Motivated students are more likely to take the initiative to engage in learning activities and persevere through challenges and setbacks. Enhance cognitive processing: Motivation promotes deeper understanding and retention of information by fostering more efficient cognitive processing. Created by Hamid Sehar (Di) sresssors & se2a16 8560735, Behavioural Approaches: ° Determine reinforcing consequences: Motivation shapes students’ perception of rewards and punishments, influencing their responses to different learning outcomes Lead__to improved performance: Motivation is a key factor in achieving academic success, as it drives students to strive for excellence and reach their full potential. fie Positive reinforcement riences: Recognize that past ement patterns shape students’ Address students’ maladaptive attributions, such as learned helplessness, to foster resilience and a growth mindset. Cognitive Approaches: Student understanding: Deeply understand students! underlying motivations and behaviours. Risk-taking: Acknowledge that students may fear failure, making achieving success less appealing. Mastery goals: Emphasize mastery goals over performance goals to promote intrinsic motivation. Self-awareness: Be aware of personal biases that may influence attributions of success or failure. Social Learning Approaches: Success experiences: Ensure students experience success regularly to build confidence and motivation. Self-evaluation: Encourage self-evaluation through peer observation and positive reinforcement. Self-efficacy: Foster students' belief in their ability to succeed through supportive feedback Haric Sehar & +92316 8560735 = [email protected]Prepared by: Hamid Seharé jumani Student re: Consider overall well-being, not just achievements. Emotional needs: Address students! need for safety, belonging, and self-esteem to promote motivation. Group dynamics: Recognize the influence of group norms and values on individual motivation. ‘Teacher beliefs: Align personal beliefs and students’ academic values with practices that foster student motivation, Student Moti © sean asco7s (. Make Connect learning activities to students’ lives using local technology, or c ). @). Provide tasks that are slightly current level to promote gi or frustration, ‘a Seck Role Models: (4). Give students autonomy by offering choices ity partners, ra teaching examples, news events, tural connections. pop culture Provide Choices: altemative assignments, % or Balance the Challeng students’ \d Void boredom Identify positive role'models for students, such as. guest. speaker fellow students, or peers, to enhance motivation. (5). Use Peer Models: Utilize eer models to demonstrate successful task completion, especially peers who students identify with: (©). Establish a Sense of Belonging: Foster a supportive classroom environment that encourages student participation, enthusiasm, and a sense of belonging. (7). Adopt a Supportive Styl Employ supportive teacher behaviors such as listening, providing hints and encouragement, responding to questions, and showing empathy. Example of __ Supportive-Stvle Teacher Behaviours: Listen attentively to students! speech. ‘Ask students for their preferences, such as which problem they want to start with. Allow students to work independently and express themselves. Created by Hamid Sehar (Di) sresssors ° Provide explanations for suggested actions. Use praise as informative feedback. Offer encouragement to engagement. Offer hints to guide students. Respond promptly to student questions. maintain +9316 8560735 Factors Influencing the Development of Student's Motivation > Home Environment: A nurturing home environment that fosters curiosity, exploration, and a sense of self-worth s ey fluences students’ mot lat 3: Students’ beliefs out their abilities and the sources of their cesses and failures shape their approach to learning situations. ‘Teacher Expectations: Teachers’ fale expectations for students significantly impact their motivation and willingness to ‘engage in challenging tasks. School's Wide Goals _and__ Practices: School policies, procedures, and climate can cither affirm or alter students’ learning- related attitudes and beliefs. Developmental Changes: As_ students mature, their expectations for success, views on effort, and understanding of leaming evolve, influencing their motivation. How to help motivating learners Motivation in learning is influenced by many factors, recognition, grouping, evaluat such as the task itself, autonomy. mn, and scheduling. According to Carol Ames (1990, 1992), there are six areas that can influence students’ motivation to learn: (1). Task: Make sure tasks are interesting and valuable to students. (2). Autonomy: Give students choices in their work, but not too many. (3). Recognition: Recognize students for their cffort and creativity. (4). Grouping: Cooperative learning can be beneficial for complex tasks, (5). Evaluation: Focus on learning, not just grades. (6). Scheduling: Give students extended time to engage in activities SA [email protected]Prepared by: Hamid Sehard (E) 492.316 8560 735 ° mples of Inductive Reasoni nr! E INQUIRY METHOD * "AIL swans that I have seen are white. TTgTCHVeI Mew FSH OSOUTTS ‘Therefore, all swans must be white.” . 8 & "Every time I have dropped an object, it has The inductive method is a teaching approach | 3 fallen to the ground, Therefore, all objects that starts with specific observations or examples | 3 must fall to the ground.” and then moves to general conclusions or | ¥* Imagine you hear about previous car principles. lb ¢ accidents, and they were all because of Key Aspect: fo g brake failures. Using inductive reasoning, * Begins with specific examples or you might think, "Sinée those accidents observations, were caused by brake failure, this new * Students actively participate in the learning accident is probably caused by the same process. issue” * Emphasis on discovery and problem- | Overall,,“the inductive method is an effective solving teaching approach, that can promote deeper Moves from the specific to the general understanding and critical thinking skills in * Leads to the formation of principles and students. generalizations Deductive Method Important Aspects of The Inductive Teaching wl) “Heductive reasoning is a logical process that Method (i). Knowledge Construction: _ Students actively participate in the process of acquiring new knowledge. (ii). Discovery-Based Learning: Students uncover facts and principles,through their ‘own involvement. starts with a general statement or principle (a premise) and applies logic to draw specific conclusions. Example of Deduetive Reasoning Premise 1: All birds have feathers. Premise 2: Sparrows are birds Teacher's R&EMTCM Ms Alte students Conclusion: Therefore, sparrows have feathers. from known faéts to hidden ones using Characteristics of Deductive Reason! inquiry techniques. (i). Deductive reasoning has several key (iv). Firsthand Experience: Students gi characteristics: ). It is a top-down approach, moving from knowledge and information through direct ( h skeseevati ac exited general principles to specific conclusions. Gradual Progression: Leaming is a step (iii). It is based on logic and rules of inference. = : _ by-step process, buildingfon previous ). The conclusion is always contained within the premises. understanding, (v). If the premises are true, then the conclusion (vi). Confidenee_and Initiative: Exposure to inductive methods fosters a positive attitude ist also be, Hue file towards independent learning. Applicatiuns of Deductive Reuse : (vid). Active Learning Environment: | Deductive reasoning is used in a variety of fields, including: (). Mathematies: Proving mathematical theorems and solving equations. Logie: Analysing arguments and determining their validity. Philosophy: Making inferences about the nature of reality and knowledge. Harvid Sehar (iv). Computer Science: Designing algorithms Oo and developing software programs. © +92316 8560735 (v). Everyday Life: Making decisions and solving problems. Numerous activities promote the generation of new knowledge, ). Upward Thinking Process: Students grasp the underlying principles and philosophies behind concepts. Created by Hamid Sehar =) hamidseharO@graail. com