ded 104 curriculum and teaching - The State University of Zanzibar

Report
DED 104
CURRICULUM
AND TEACHING
THE STATE UNIVERSITY OF
ZANZIBAR
OUTLINE
 DEFINING
TEACHING PRACTICE
 TYPES OF TEACHING PRACTICE
 IMPORTANCE /OBJECTIVES OF TEACHING
PRACTICE
DEFINING TEACHING PRACTICE
 (Macmillan
Dictionary:2011)defines teaching
practice as the time that someone spends
teaching as part of their training to become a
teacher.
 (Ashraf:1999) defines teaching practice as what
embraces all the learning and teaching
experiences of student teachers in schools
 (Gibson: 2008) defines teaching practice as the
preparation of student teachers for teaching by
practical training. It is the practical use of
teaching methods, teaching strategies, teaching
principles, teaching techniques and practical
training and practice / exercise of different
activities of daily school life.
TYPES OF TEACHING PRACTICE
 MICRO
TEACHING PRACTICE
 PEER TEACHING
 BLOCK TEACHING PRACTICE
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What is Microteaching?
¤
Meaning:
The teaching of a small unit of content to the
small group of students (6-10 number) in a
small amount of time (5-7 min.) means Micro
Teaching.
*It is a skill training technique.
*It is a short session teaching.
*To train inexperience student-teachers for
acquiring teaching skills.
*To improve the skills of experience teachers.
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Microteaching Cycle
(Procedure)
Step- I
Step-II
Step-III
Step-IV
Step-V
Step-VI
: Micro Lesson Plan ( may take 2 hours / a day)
: Teach
5 Min.
: Feedback Session
5 Min.
: Re-plan
10 Min.
: Re-teach Another group 5 Min.
: Re-feedback
5 Min.
--------------Total 30 Min. (Appr.)
RE-TEACHING
PLAN
6 MINUTES
TEACHING
RE-PLAN
6 MINUTES
12 MINUTES
FEEDBACK
6 MINUTES
Objectives of Micro-teaching
• To enable teacher trainees to learn and assimilate
new teaching skills under controlled conditions.
• To enable teacher trainees to master a number of
teaching skills.
• To enable teacher trainees to gain confidence in
teaching.
• Microteaching is an experiment in the field of teacher
education
• It is a student teaching skill training technique and not
a teaching technique or method
Merits of Micro-teaching
• It helps to develop and master important teaching
skills.
• It helps to accomplish specific teacher
competencies.
• It caters the need of individual differences in the
teacher training.
• It is more effective in modifying teacher behaviour.
• It is an individualized training technique.
• It employs real teaching situation for developing
skills.
• It reduces the complexity of teaching process as it is
a scaled down teaching.
• It helps to get deeper knowledge regarding the art
of teaching.
Limitations of Micro-teaching
• It is skill oriented; Content not emphasized.
• A large number of trainees cannot be given the
opportunity for re-teaching and re-planning.
• It is very time consuming technique.
• It requires special classroom setting.
• It covers only a few specific skills.
• It deviates from normal classroom teaching.
PEER TEACHING
Peer teaching is the process by
which a competent pupil, with
minimal training and with a
teacher’s guidance, helps one
or more students at the same
grade level learn a skill or
concept
Concepts for Peer Teaching
•
•
•
It relies on strategies that use students
to teach other students
It is not the same as partner learning, in
which students are paired together for
one or more learning activities to learn
“side by side”
It is not to be misinterpreted as
Cooperative learning on a smaller
scale
Training plan for student
teachers’s role
•
•
•
•
•
•
•
•
Clarification
Expectation
Task presentation and check for
understanding
Task structure and check for understanding
Communicate errors to learner
Provide praise appropriately
Assess mastery or task completion
Know when to ask questions of the teacher
REMEMBER



In order for the model to be most effective, the
teacher must help student teachers understand
and carry out the operation for which they will
assume responsibility. It is not simply telling a
student to go teach another students
Keep in mind that the peer teaching model calls
for the student teachers to lead only a small
portion of the instructional process.
The three key instructional components carried out
by the tutors are task management , instructional
information, and social management.
BLOCK TEACHING PRACTICE
Block
teaching practice refers to
the time a student spends
teaching in schools as part of
their training to become a
teacher.
In BTP the student teacher is not
guided by anyone and
becomes a substitute teacher
for days or months
STAGES IN B.TEACHING PRACTICE
PRIMARY STAGE:

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It is necessary for student teachers to make a trip of
to that particular school, where they are going for
practice teaching.
The main aim of this tour is to see the concerned
head teacher, class teachers and school staff in
order to acquire information about school and its
environment.
Student teachers must observe the teaching
methods of school, copies or notebooks of the
students and their usual routine.
On return from the tour student teachers must have
the details about scheme of studies, age of the
students, strength of the class, abilities and specific
problems of the students, timing of the school,
textbooks and teaching aids.
STAGES IN B.TEACHING PRACTICE
PREPARATION OF LESSON
 For
the preparation of lesson student
teachers must know the subject, the
relevant books and audio visual aids
which he / she is going to teach. Because
already prepared lessons give confidence
to the teacher.
 Student teachers and supervisor can
reform the teaching learning process after
its evaluation.
 refer to previous lecture notes to know
more about lesson plan
STAGES IN B.TEACHING PRACTICE
TEACHING IN CLASSROOM
Student teachers while teaching in the classroom passes through
different steps of his / her teaching (Introduction, presentation,
recapitulation) and concerned teacher / supervisor assesses /
observes his / her lesson
EVALUATION OF TEACHING PRACTICE
In order to evaluate the teaching practice supervisor observe the
student teacher while teaching in the classroom.
Supervisor evaluates / observes:

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the punctuality,
lesson planning,
teaching methods,
use of audio visual aids,
adequacy of audio visual aids,
pitch of voice,
dress,
start and end of lesson,
interest of the students,
discipline of class,
use of black / white board,
students' notebooks and objectives of the lesson
ROLE OF SUPERVISOR IN TEACHING
PRACTICE

Supervisor has an important role in teaching practice as:

A resource person

An adviser

A general moral booster

An interpreter of feedback

An assessor

Facilitator (Supervisors' role is to prepare teachers for
future, therefore he / she should act as a facilitator)
Objectives of Teaching Practice

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To provide the prospective teachers with an opportunity of
establishing an appropriate teacher pupil relationship.
To provide an opportunity for evaluating the student potential
as a teacher and suitability for the teaching profession.
To develop personal relationship with others: administrators,
teachers, parents and students.
To provide the future teacher with practical experience in
school to overcome the problems of discipline and enable
him / her to develop method of control.
To provide with an opportunity to put theories into practice
and to develop a deeper understanding of educational
principles and their implication for learning.
To enable the student teachers effectively to plan and
prepare lessons.
To develop skill in the use of fundamental procedures,
techniques and methods of teaching
Objectives of Teaching Practice
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To develop desirable professional interests, attitudes and ideas
relative to teaching profession.
To enable student teachers to acquire desirable
characteristics / traits of a teacher and to display appropriate
behaviour.
To provide student teachers with an opportunity to have
teaching evaluated and to gain from the benefits of
constructive criticism.
To provide an opportunity for self evaluation and to discover
own strengths and weaknesses.
To develop skills in future teachers related to teaching like
fluent speaking, meaningful reading, using blackboard and
other teaching material.
To provide for the exchange of ideas and methods between
practicing school and teacher training institution, by teacher
training institutions' staff and students,
THANK YOU FOR
LISTENING
END OF LECTURE TEN

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