GENERAL METHODS OF TEACHING : COURSE CODE 8601
RPs/INSTRUTOR : ATIA REHMAN
MASTER IN Computer Science, M.A EDUCATION ,MPHIL
B.Ed 1½ YEAR
TEACHING SKILLS UNIT: 6
CODE No: 8601
GENERAL METHODS OF TEACHING : COURSE CODE 8601
RPs/INSTRUTOR : ATIA REHMAN
MASTER IN Computer Science, M.A EDUCATION ,MPHIL
OBJECTIVES
• Gain knowledge about importance of teaching
skills.
• Identify different teaching skills.
• Explain the nature, importance and different
types of set induction.
• Discuss the process of identifying learning
difficulties of students.
• Examine the worth of preparing lessons
according to the individual needs.
• Analyze the importance of students’ evaluation
https://www.youtube.com/watch?v=aK9GTCY
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Introduction of the Teaching Skills
The aim of teachers has always been to assist
students to learn efficiently. To meet with this target,
teachers have to be expert in applying different
teaching skills during instruction. To achieve learning
targets and to maximize learning, teachers must
understand the significance of individual skill and the
integration of various skills. This is imperative in
secondary classes where teacher uses various
techniques to keep students involved in the
classroom, e.g. discussions, questions answers, use
of teaching aids to change the sensory focus and, in
particular, summarize to help students learn.
Teaching Skills
SET INDUCTION
Set induction is about preparation of lessons.
When the students are set, they are ready to
learn and to create motivation for what to
occur, with students being fully engaged in the
learning.
Steps during Set Induction
• Start: Welcome the students and settle
them down and gain attention.
• Transact: Understand their expectations and
explain yours. Link with previous learning.
• Evaluate: Assess the gap between their
expectations and current reality. Clarify any
discrepancies for them.
• Progress: Move on to the main
body of learning.
https://www.youtube.com/watch?v=XgLcnhzpl
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Reasons for using Set Induction
• To focus attention on what is to be learned.
• To create a frame of reference before or
during a lesson.
• To give meaning to a new concept or principle.
• To stimulate student interest and involvement.
Sets are Appropriated
• At the start of a unit
• Before a discussion.
• Before a question-an d-answer period.
• When assigning homework.
• Before hearing a pan el discussion.
• Before student reports,
• When assigning student reports.
• Before a film or other media event.
• Before a homework assignment based on a
discussion that followed a filmstrip
Types of Set Induction
• Facilitating Sets
Facilitating set is use d to summarize information presented in previous
lessons. It is also used to summarize information that will occur. In
short, teacher can use facilitating set to emphasize the cognitive
aspects of a new lesson by reviewing or summarizing.
• Motivating Sets
By using this type of set, teacher can catch the students’ attention and
arouse curiosity. In motivating set, teacher poses interesting questions
and uses dramatic appeal. It also creates a need or interest among
students and induces an affective or emotional response.
• Summary
It is best to provide both motivating and facilitating sets. Teacher can
monitor behavior by involving students in overt behavior.
PRESENTATION
Presentation is comprised of learning
experiences which a teacher sets up to
achieve the learning objectives. Basically,
presentation introduces new information,
checks learner comprehension of the new
material, and models the tasks that the
learners will do in the practice stage.
Parts of Presentation
• Input:
• Modeling:
• Checking for Understanding:
The Components of Presentation
• Voice
Skills
Teacher should speak in a clear, firm voice and
vary his volume and pitch when he wants to
emphasize something.
• Tone:
Many teachers confuse voice and tone. Tone is
the ‘feeling’ that emanates from voice and
mannerisms..
The Components of Presentation
Skills
• Vocabulary:
While presenting a lecture, teacher should stay
away from unfamiliar terms and jargon (special
words about any profession )as much as possible. If
there is a need to introduce technical terms and
jargon, teacher should take the time to define them
for students to understand. Acronyms fall into this
category. If teacher has to use them, then students
should be told what the acronyms stand for.
Continue….
• Humor:
A teacher with a good sense of humor can
actually help to create a more relaxed learning
atmosphere for the students.
• Body Language:
It is a known fact that students respond better to
a teacher who is moderately active and moves
around the room to connect with students.
Tips to make Presentation more Effective
and Attractive
Performance of Teacher in Standard-1
• The teacher effectively uses multiple representations
and explanations of disciplinary concepts.
• The teacher can represent and use differing
viewpoints and theories.
• The teacher can evaluate teaching resources and
curriculum materials
• The teacher engages students in generating
knowledge and testing hypotheses
• The teacher can create interdisciplinary learning
experiences
https://www.youtube.com/watch?v=_a4y1nYpsWw
IDENTIFYING LEARNING DIFFICULTIES
OF STUDENTS…Standard-2
The teacher understands how children learn and develop,
and can provide learning opportunities that support their
intellectual, social, and personal development.
To accomplish this standard, the teacher should
understand how learning occurs-how students construct
knowledge, acquire skills, and develop habits of mind-and
knows how to use instructional strategies that promote
student learning for a wide range of student abilities. The
teacher should also understand that students 'physical,
social, emotional, moral, and cognitive development
influence learning and knows how to address these factors
when making instructional decisions.
https://www.youtube.com/watch?v=LjCzbSLyIwI
Performance of Teacher in Standard
two
• The teacher assesses individual and group
performance in order to design instruction.
• The teacher stimulates student reflection on
prior knowledge and links new ideas to
already familiar ideas.
• The teacher accesses students 'thinking and
experiences as a basis for instructional
activities.
IDENTIFYING LEARNING DIFFICULTIES OF
STUDENTS…Standard-3
The teacher understands how students differ in their approaches
to learning and creates instructional opportunities that are
adapted to diverse learners.
To achieve this standard, the teacher should understand and
identify differences in approaches to learning and performance,
including different learning styles, multiple intelligences, and
performance modes, and may design instruction that helps use
students' strengths as the basis for growth. The teacher should also
understand and provide adaptations for areas of exceptionality in
learning, including learning disabilities, visual and perceptual
difficulties, and special physical or mental challenges. The teacher
should have knowledge about the process of second language
acquisition and about strategies to support the learning of students
whose first language is not English
Performance of Teacher in Standard-3
• The teacher believes that all children can learn at high levels and
persists in helping all children achieve success.
• The teacher respects students as individuals with differing personal.
• The teacher is sensitive to community and cultural norms.
• The teacher makes students feel valued for their potential as
people, and helps them learn to value each other.
• The teacher can identify when and how to access appropriate
resources to meet the needs of students with particular talents.
• The teacher brings multiple perspectives to the discussion of
subject matter.
• The teacher creates a learning community in which individual
differences are respected.
Universal Teaching Principles
1. Apply Multi Sensory Strategies
2. Practice to the Point of Automatization (use to for
a process)
3. Micro-Unit and Structure Tasks
4. Provide Direct, Systematic Instruction
5. Review and Spiral Back
6. Provide Immediate Feedback and Opportunities
for Success
PREPARING LESSONS ACCORDING TO
THE INDIVIDUAL NEEDS
Preparation is the teacher’s best assistance in
performing his duty whatever his lesson is (easy or
difficult). A teacher should plan for his lesson
whatever excellent the teacher is. It is not reasonable
for anyone to excel any work without preparation
and being ready to perform it. Inefficiency in this
domain is considered an inefficacy in one of the main
duties of his job. The teacher plans his year or term
plan before the school year begins by specifying the
main features of the subject (distribution, objectives,
methods, techniques, suggested time and methods
of evaluation).
Steps to prepare Lessons
• Preparation
• Presentation
• Practice
• Evaluation
• Expansion
STUDENTS EVALUATION
There are different techniques for students’
evaluation
• Questioning
• Classroom Response Systems
• Open Class Discussion
• Minute Paper
• Index Card
• Course Exams and Assignments
• Mid-quarter evaluation
