Day 14

Activity-based teaching strategy

concept:

• Is the form of teaching where the learner is actively engaged in a task.
• Focus is on making the abstract concrete and on learning by doing
• Can be teacher-driven - with direction from an instructor - or learner-driven with the learner having freedom to explore.

Principles 

• Encourage contact between student and faculty.
• Develops reciprocity and cooperation among students.
• Practical uses active learning techniques.
• Emphasizes time on task.
• Communicates high expectations 
• Respects diverse talents and ways of learning(respecting each other talents).

Types/Kinds

1. Absorb-type

• Include presentations, demonstrations, stories, and field trips.
• Informs the learner.

2.    Do-type

• Include practice, discovery, and playing game.
• Allows the learner to practice what they’ve learned.
• learner is able to actively seek, select, and create knowledge.

3.  Connect-type

• Provide a way to link learning to life, work and future learning.
• Lets the learner put what they’ve learned to use.

Criteria for organizing activities

1. Should be relevant. 
2.   Time bound.
3.  Should contain meaning .
4.  Involves real world experiences.
5. Involves skills (listening, speaking, writing, etc.
6. Engage cognitive progress. (selecting, classifying, ordering and reasoning).
7. Have particular out come.
 

Procedural steps

      1. Planning.

      2. Instructions.

      3. Monitoring.

      4. Evaluating.

Role of the teacher

1. Plan and prepare in advance.
2. Giving instruction. 
3.  Facilitating.
4. Debriefing.
5. Clarifying learners' doubts.
6. Set up routines and expectations for learning.
7. Monitor the results using appropriate assessment strategies and recording devices, e.g., checklists, rubrics etc.
8. Choose activities that are relevant and stimulating for students.
9. Provide opportunities for students to present to an appropriate audience. 
10. Observe group dynamics and co-operation.
11. Support and encourage students.

Day 13

Demonstration Strategy

We learned  that Demonstration Strategy is a visual approach examining information, ideas and processes.Sole purpose of Demonstration Strategy is it allows learners to see real  modelling with its procedural steps of the things to be learned (teacher's view)

It allows the students to demonstrate mastery of a skills or procedure(Students View).

Procedures to following Demonstration Strategy

1. Carefully plan the demonstration.
2. Practice the demonstration.
3. Develop an outline to guide the demonstration.
4. Make sure everyone can see the demonstration.
5. Introduce the demonstration to focus attention.
6. Ask and encourage questioning.
7. Plan a follow up to the demonstration.

Advantages and Disadvantages

Advantages

• Seeing before doing.
• Task guidance.
• Economy of supplies.
• Safety.

Disadvantages

•  Not hands-on.
• Limited view.
• Pacing issue.

Day 12

Demonstration  Strategy

In today's class, after sir paper boat-making demonstration  we were asked to write our own definition of Demonstration Strategy followed by advantages and disadvantages of Demonstration Strategy.

Well my understanding is: Demonstration strategy is a teaching strategy, where students acquire new knowledge and skills following the teachers demonstration. Moreover it is learning be seeing and doing.

Each groups were asked to write advantages and disadvantages of Demonstration Strategy. And some good points collectively came up with following points:

 

Advantages:

1. Retains long term memory.
2. Encourages students active participation.
3. Effective interaction.
4. Motivate students to learn.
5. Arose curosity and interest.
6. Effective gain of attention.
7. Learning by seeing.
8. It is a unique strategy.

Disadvantages:

1. Time consuming.
2. Not appopriate to all kinds topics.
3. Lack in avalability of materials.
4. Not challenging to those who already knows.
5. Create dependency.
6. No creative thinking.

Day 11

Project Strategy

Project strategy is defined as any activities be it individual or group, which involves investigation and solutions of the question under the teacher's guidance.

  Features:

1. It extends beyound classroom teaching.
2. Involves investigation and problem solving.
3. Carried out in real life situations.
4. Effective interaction between students and the social environment
5. Teacher acts as a guide.
6. Creates opportunities to acquire social skills.

Principles:

1. Principle of utility:  where it attempts to study and investigate a practical problem/situation.
2. Principle of readiness: where teacher gives task to the students  and students have the opportunity to choose the purpose.
3. Principle of learning: by doing learners come to direct contact with the learning situation, acquiring the knowledge  and experience throught the practical experience.
4. Principle of freedom: at work where teacher acts as a facilitator and students are given freedom to learn.
5. Principle of socialization: which helps the learners to come in direct contact with the social environment making them to be able to live and adjust in their social environment.

Types

1. Produce type
2. consumer type
3.  Investigation type
4.  and the Drill type.

 And under the Investigation type there are three stage and they are as follows

Stage one: Classroom planning
It inculdes the providing and selection of problems for study and followed by formulation of hypotheses and the planing methods.

Stage two: Execution
It includes collection, organisation and interpreting of data followed by the review.

Stage three: conclusion
It includes reporting and evaluation.


And in order to plan a project work

• Firstly we have to select the topics keeping in account the syllabus content, class level and availability resources.
• Secondly Students should be given to choose.
• Thirdly Students should know the format for the project work write up which includes the title, table of contents, introduction, method, conclusion, acknowledgement and the references.
• Fourthly Students should know how to collect the information.
• Then students should know:

Do's

1. Project work should be written in students' own handwriting and their own words(should not be directly copied).
2. Necessary illustration should be drawn pencil.
3. And students should simple colours.

 Don'ts

1. However students are prohibited from decorating the project work and the cover page.
2. Pictures cut from anywhere is not allowed.

Now for assessing the project work it is done from the time students start planning the project work and will end with assessment of the final project work and  for the assessment following criteria:

Content
Presentation
Process

Day 10

Today we were made more clearer with the first groups presentation which was quite vague on the very presentation day.

We were given three questions relating to our profession. 

Excluding presenters, we were individually given a piece of paper where we were asked write some doubts and doubtful questions regarding their presentation. And after couple of minutes  i got a clear understanding of the 3 types of questioning.

Eventually we came to a conclusion that, among 3 types of questioning strategy, Blooms Taxonomy is the best questioning strategy as it categorizes thinking skills ranging from recalling information, the most basic skill, to evaluation, which involves judging and stating an opinion about the information. It is a tool that teachers and employee trainers can use to create lesson plans and tests that encourage critical thinking.

A very important question (i.e. How can we handle the questions in the classroom?)was raised at the end moment.