innovative methods in teaching

7/29/2019 innovative methods in teaching

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INNOVATIVE METHODS

OF

TEACHING

Muraleedharan.T,

Principal,

CUTEC-Vatakara


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A CLASS ROOM TEACHING


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A BHUTANESE CLASS ROOM


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es words and illustrations as his teacher looks on. The Italian educator Maria Montessori introduced her method of teaching children in 1907. The Montessori method encourages

A MONTESSORIE CLASS ROOM


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MARIA MONTESSORIE


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AN ADULT LITERACY CLASS


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AIDS EDUCATION


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A CLASS ROOM IN U.S.A


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A FIELD TRIP TO MUSEUM


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A LANGUAGE CLASS IN AN

UNDERDEVELOPED COUNTRY


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A HIGH SCHOOL CLASS AT MALI


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KINDERGARTEN CLASS


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A KUWAITI CLASS ROOM


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A YOGA CLASS IN INDIA


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AFGANISTHANI WOMEN ATTEND CLASS


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WHICH IS CORRECT ?

METHOD OF TEACHING

OR

METHOD OF LEARNING


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TEACHING METHODS

Reception LearningDiscovery learning

Lecture.M Advance Organizer.M

Jean Piaget

Bruner

SuchmanGroup

Investigation

Role

Playing

Project

Method

Collabor

ative Lg.

Dramatization

.


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PSYCHOLOGICAL REALITY OF LEARNING

HOW DOES THE LEARNING TAKES PLACE?

WHETHER KNOWLEDGE ACQUIRE OR CONSTRUCT?

CAN WE TEACH ANYTHING?


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LEARNING THEORY

In psychology and education, learning

theories are attempts to describe how peopleand animals learn, thereby helping us

understand the inherently complex process of

learning. There are basically three mainperspectives in learning theories, behaviorism,

cognitivism, and constructivism.
http://en.wikipedia.org/wiki/Psychologyhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Behaviorismhttp://en.wikipedia.org/wiki/Cognitivismhttp://en.wikipedia.org/wiki/Constructivism_%28pedagogical%29http://en.wikipedia.org/wiki/Constructivism_%28pedagogical%29http://en.wikipedia.org/wiki/Cognitivismhttp://en.wikipedia.org/wiki/Behaviorismhttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Psychology


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Constructivism is a perspective inphilosophy that views all of our

knowledge as "constructed", under theassumption that it does not necessarily

reflect any external "transcendent"

realities; it is contingent on convention,human perception, and social

experience.
http://en.wikipedia.org/wiki/Philosophyhttp://en.wikipedia.org/wiki/Convention_%28norm%29http://en.wikipedia.org/wiki/Perceptionhttp://en.wikipedia.org/wiki/Experiencehttp://en.wikipedia.org/wiki/Experiencehttp://en.wikipedia.org/wiki/Perceptionhttp://en.wikipedia.org/wiki/Convention_%28norm%29http://en.wikipedia.org/wiki/Philosophy


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CONSTRUCTIVISM

COGNITIVE CONSTRUCTIVISM

SOCIAL CONSTRUCTIVISM

CULTURAL CONSTRUCTIVISM

RADICAL CONSTRUCTIVISM CRITICAL CONSTRUCTIVISM


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BASIC PRINCIPLES OF CONSTRUCTIVISTTEACHING

"The brain is a parallel processor".It simultaneously processes many differenttypes of information, including thoughts,emotions, and cultural knowledge.

Effective teaching employs a variety oflearning strategies


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PRINCIPLE - 2

"Learning engages the entire physiology"

Teachers can't address just the intellect.


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PRINCIPLE - 3

"The search for meaning is innate"

Effective teaching recognizes that meaningis personal and unique, and that students'understandings are based on their own

unique experiences.


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PRINCIPLE - 4

1. "The search for meaning occurs through'patterning' . Effective teachingconnects isolated ideas and informationwith global concepts and themes.


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PRINCIPLE - 5

1. "Emotions are critical to patterning"

. Learning is influenced by emotions,

feelings, and attitudes.


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PRINCIPLE - 6

"The brain processes parts and wholes

simultaneously" . People have difficultylearning when either parts or wholes areoverlooked.


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PRINCIPLE - 7

"Learning involves both focused

attention and peripheral

perception". Learning is

influenced by the environment,culture, and climate.


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PRINCIPLE - 8

"Learning always involves conscious and

unconscious processes". Students need time

to process 'how' as well as 'what' they've

learned.


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PRINCIPLE - 9

1. "We have at least two different types of

memory: a spatial memory system, and a

set of systems for rote learning" .

Teaching that heavily emphasizes rotelearning does not promote spatial,

experienced learning and can inhibit

understanding.


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PRINCIPLE - 10

"We understand and remember best when

facts and skills are embedded in natural,

spatial memory" (p. 86). Experiential

learning is most effective.


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PRINCIPLE - 11

"Learning is enhanced by

challenge and inhibited by

threat" . The classroom climateshould be challenging but not

threatening to students


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PRINCIPLE - 12

"Each brain is unique" .

Teaching must be multifaceted toallow students to expresspreferences.


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Constructivist teaching

Constructivist teaching is based on theconstructivistlearning theory, which holds that

learning should build upon knowledge that astudent already has, and that learning is moreeffective when a student is actively involved inthe construction of knowledge, rather than when

he/she is passively listening to a lecture.Thus,the learners give meaning to the knowledgebased on their personal experiences.
http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29http://en.wikipedia.org/wiki/Learning_theoryhttp://en.wikipedia.org/wiki/Learning_theoryhttp://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29


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Constructivist learning

JEAN PIAGETS LEARNING THEORY.

LEV VYGOTSKYS LEARNING THEORY.


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NOAM CHOMSKY

American linguist, writer,

teacher, and political activistNoam Chomsky is consideredthe founder of transformational-generative linguistic analysis,

which revolutionized the field oflinguistics.


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JEAN PIAGET

Swiss psychologist Jean Piagetis recognized for his studies ofthe mental development ofchildren. Piaget was associatedwith several universities, and in1955 he served as director of theInternational Center for

Epistemology in Geneva,Switzerland.


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LEV SEMIONIVICH VYGOTSKY

Vygotsky, Lev Semionovich (18961934), Soviet

psychologist, whose work on language and linguistic

development is based on his supposition that higher

cognitive processes are a product of socialdevelopment.

His major works include Thought and Language

(1937), Selected Psychological Studies (1956), and

Development of the Higher Mental Processes (1960).

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