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Methodology is the way(s) in which teachers share information with students. The information itself is known as the content; how that content is shared in a classroom is dependent on the teaching
methods.
Knowledge is the basic information of a subject; the facts and data of a topic Synthesis is the combination of knowledge elements that form a new whole Performance refers to the ability to effectively use new information in a productive manner
1. GIVING INFORMATION
1. 1. Direct instructionsStoryDescriptionTalk
1. 2. Reading information
1. 3. Lecture
1. 5. Audio-visual presentation
1. 4. Explanation
2. 7. Questioning
2. 5. Research
2. 1. Small group discussion
2. SOLVING PROBLEMS
2. 3. Brainstorming
2. 4. Experimenting
2. 2. Simulations
2. 6. Collaborating
3. PERFORMING
3. 1. Array
3. 4. Graphic organizers
3. 2. Drama
3. 5. Role - playing
3. 3. Demonstration
4. 4. Interviewing
4. PRACTICAL METHODS
4. 1. Observation
4. 2. Laboratory demonstrations
4. 3. Field trips
1. GIVING INFORMATION1. 1. DIRECT INSTRUCTION is used to describe a lesson
where the teacher has control.
In a direct instruction lesson: the teacher usually spends some
time lecturing; then the teacher guides the students
through a complex problem, with the
problem broken down into simple steps; then the students are given, one by
one, the simple steps to carry out on
their own; finally, the students are given one or
many sample problems to accomplish
on their own.
1. GIVING INFORMATION1. 2. READING INFORMATION
with this method: you assign material from the
textbook to students to read independently.
you may also choose to have your students read other supplemental materials in addition to the textbook.
1. GIVING INFORMATION2. 3. AN EXPLANATION is a set of statements constructed to describe a set of facts which clarifies the causes, context, and consequences of those facts.
May establish: rules or laws, and may clarify the existing ones
in relation to any objects, or phenomena
examined; the components can be implicit, and be
interwoven with one another; is often underpinned by an understanding that
is represented by different media such as music,
text, and graphics. Thus, an explanation
is subjected to interpretation, and discussion; in scientific research, it is one of the purposes
of research, e.g., exploration and description; is a way to uncover new knowledge, and to
report relationships among different aspects of
studied phenomena.
1. GIVING INFORMATION1. 4. LECTURE is an arrangement in which teachers share
information directly with students
Good lectures must be built on three
basic principles:
1. Knowing and responding to the
background knowledge of the learner
is necessary for an effective lecture.
2. Having a clear understanding of the
material is valuable in being able to
explain it to others.
3. The physical design of the room and
the placement of students impact the
effectiveness of a lecture.
1. GIVING INFORMATION
1. 5. AUDIO-VISUAL PRESENTATION in this format, you rely exclusively on the use of :
slides, movies, filmstrips, PowerPoint slides, photographs, illustrations, videos, or overhead transparencies.
in contrast to a lecture, most of the information is presented visually, rather than orally.
2. SOLVING PROBLEMS2. 1. SMALL GROUP DISCUSSIONS - group is assigned a specific task to accomplish.
The group works together, and members are responsible for each other. Discussions are a useful strategy for stimulating thought as well as providing students with opportunities to defend their position(s).
Teacher role in these discussions is that of a moderator. You can pose an initial question, supplemental questions, or review questions for a group to consider at the end of a discussion.
It's important that you not take an active role in the discussions, but rather serve as a facilitator.
2. SOLVING PROBLEMS2. 2. SIMULATIONS are activities in which students are given real-
life problem situations and asked to work through those situations as though they were actually a part of them.
Every simulation has five basic characteristics:
1. They are abstractions of real-life situations. They provide opportunities for you to bring the outside world into the classroom.
2. The emphasis is on decision-making. Students have opportunities to make decisions and follow through on those decisions.
3. Students have roles that parallel those in real life (mother, father, child).
4. The rules are simple, uncomplicated, and few in number.5. A simulation has two or more rounds-opportunities to make
decisions more than once.
2. SOLVING PROBLEMS2. 3. BRAINSTORMING can be a valuable
instructional tool which you can incorporate into almost any lesson. It is the generation of lots of ideas (without regard for quality) about a single topic. This method is particularly appropriate at the start of a lesson to tap into the background knowledge students may or may not have about a topic.
Effective brainstorming is governed by four basic
rules:1. Generate as many ideas as
possible - the more the better.
2. There is no evaluation of any single idea or group of ideas.
3. There is no criticism about whether an idea is good or bad. Zany, wild, and crazy ideas are encouraged and solicited.
4. Individuals are free to build upon the ideas of others.
2. SOLVING PROBLEMS2. 4. EXPERIMENTING - ideas are proved or disproved, and
predictions confirmed or denied.
Experimentation involves: manipulating data and assessing the results to discover some scientific principle or truth. students need to understand that they conduct experiments every day, from watching ice cream melt to deciding on what clothes to wear outside based on the temperature in the classroom, they need additional opportunities to try out their
2. 5. RESEARCH - search for knowledge or any systematic investigation to establish facts. Generally, research is understood to follow a certain structural process.
2. SOLVING PROBLEMS
The following steps are usually part of most formal research, both basic
and applied: Formation of the topic Hypothesis Conceptual definitions Operational definition Gathering of data Analysis of data Test, revising of hypothesis Conclusion, iteration if necessary
2. SOLVING PROBLEMS
2. 6. COLLABORATING - students' working in groups is another way a teacher can enforce a lesson plan. Allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills, or presenting with roles.
2. SOLVING PROBLEMS
TESTING is another method of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned the material. Standardized testing is in about every Middle School and High School, proficiency Test, College entrance Tests. Before that we have to teach how to make questioner. If the questioner is perfect then this method will be effective.
2. 7. QUESTIONING includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught.
3. PERFORMING3. 1. DEMONSTRATION in this format, students witness a
real or simulated activity in which you use materials from the
real world. These materials may include artifacts and objects
used by individuals in a specific line of work; for example,
microscopes (biologists), barometer (meteorologists), transit
(surveyors), or word processing program (writers).
3. 2. DRAMA as part of the teacher education means acquiring specialised skills in various types of dramatic fiction and theatre. In the programme of drama, students will develop skills and insight into how the theatre arts and play may be combined in drama pedagogy. In this study programme, therefore, emphasis is placed on the artistic-pedagogic use of the forms of expression of both the theatre and play.
3. PERFORMING
3. 3. AN ARRAY is a systematic arrangement of objects,
usually in rows and columns. Specifically, it may refer to
several things.
Generally, a collection of data items that can be
selected by indices computed at run-time, including:
ARRAY DATA STRUCTURE, an arrangement of
items at equally spaced addresses in computer memory
ARRAY DATA TYPE, used in a programming
language to specify a variable that can be indexed
ASSOCIATIVE ARRAY, an abstract data structure
model that generalizes arrays to arbitrary indices
3. PERFORMING
3. PERFORMING
MOST IMPORTANT:
they help students understand the connections between their
background knowledge and the knowledge they're learning in class.
is a pictorial representation of the relationships that exist between
ideas. It shows how ideas are connected and how ideas are related to
each other.
it is the basis for all forms of comprehension. By definition,
comprehension is an understanding of how ideas or concepts are
assembled into groups.
3. 4. GRAPHIC ORGANIZERS assist students in categorizing information.
3. PERFORMING3. 5. ROLE-PLAYS are typically short, lasting for a maximum of 15
minutes.
THE BEST ONES ARE THOSE IN WHICH:
two or more students engage in a dialogue about a specific event or
circumstance.
takes on the role of a specific individual (a historical person, for
example) and acts out the actions of that person as though he were
actually that person.
The intent is to develop a feeling for and an appreciation of the
thoughts and actions of an individual.
Keep the directions you provide to a minimum;
this is a wonderful opportunity for students to capitalize on their
creativity.
4. PRACTICAL METHODS
4. 1. OBSERVATION
This format allows students to watch an
event or occurrence take place
firsthand. The only drawback is that
sometimes unexpected and unplanned
events happen over which you may
have little control.
4. PRACTICAL METHODS
With field trips, you are able to take
your students out of the classroom
and into a new learning environment.
This learning environment usually
lasts for several hours or an entire
school day.
4. 2. FIELD TRIPS
4. PRACTICAL METHODS4. 3. LABOLATORY DEMONSTRATION - is a facility that provides
controlled conditions in which scientific research, experiments, and measurement may be performed. An experiment or test can be carried out by using the scientific method.
THE STEPS ARE: 1. Make an observation, 2. Ask a question, form a hypothesis, 3. Test the hypothesis, 4. Analyze the results, 5. Draw a conclusion, 6. Communicate results.
The reason a hypothesis is tested is so that it can be confirmed, denied, or refined, with the knowledge currently available.
To demonstrate a cause and effect hypothesis, an experiment must often show that, for example, a phenomenon occurs after a certain treatment is given to a subject, and that the phenomenon does not occur in the absence of the treatment.
4. PRACTICAL METHODS
4. 4. INTERVIEWING
This format may include the personal
interview, in which one person talks
with another person. It may also
involve the group interview, in which
several people talk with a single
individual.
References
F. Bereźnicki. 2001. Dydaktyka kształcenia ogólnego. Oficyna Wydawnicza „Impuls”, Kraków.http://www.teachervision.http://www.fotosearch.com.http://www.clipproject.info.All fotos in the presentation teken by M. Wrona, J. Piontek, W. Bicz
The presentation made by: Anna Rysiak, Małgorzata Fornal, Małgorzata Misiura
THANK YOU FOR YOUR ATTENTION