INNOVATIVE TEACHING METHODOLOGIES

Presentation by

R. EDIN BROW9841993332, edinbrow@gmail .com

What Recruiters Look ForWhat Recruiters Look For

Industry Requirements

◦ Leadership◦ Analytical Skills◦ Problem Solving Skills◦ Teamwork◦ Communication Skills◦ Creativity◦ Passion/Interest in

Industry◦ Integrity

Student’s Role

• Enrich vocabulary for effective communication.

• Acquire LSRW skills through Role play, Situational Dialogue, Debate, Seminars, Group discussions , Oral Presentations.

Teacher’s Role

◦ Teacher should acts as an advisor, organizer, facilitator, guide, motivator, evaluator, and so on.

Constructivist ApproachConstructivist Approach Brader-Araje and M.G. Jones expound constructivism as

"the idea that development of understanding requires the learner to actively engage in meaning-making situations.”

It is creativity which generates competence in the learner to create, to invent, to put forward original and useful ideas in context of varied situations.

In a constructivist classroom, the teacher as a facilitator shows some objects to learner, or draws the fetching pictures of certain things and urges them to apply their brains, imagination, memory and wit to unfold various names (synonyms) of that object.

Mind-Mapping TheoryMind-Mapping Theory

Prof. Tony Buzan of England pioneered the effective use of Mind-Mapping Theory.

This theory entails the effective use of task-based pictorial representations and attractive graphics of certain objects.

The Mind-Map is the manifestation of the brilliance of thinking.

Mind-map graphics renewed and intensified the interest of the students in the classroom, and they contemplated and pressed their brains to evoke, to recall, to think out various synonyms of the pictorial objects.

Mind-Map Graphics

(Pictorial

representations of

human organs)

Constructivist Approach:

(Utterances of words relating to graphics)

Response of students % of various types of vocabulary Teacher's New

wordsActive Passive Ad-hoc

Hand

Write 100% Rinse

Catch 80% Knit

Hold 80% Scrub

Slap 70% Scour

Throw 90% Blow

Tap 30% Bash

Drive 80% Thump

Clap 70% Grate

Fist 70% Rub

Lift 100% Scribble

Grip 40% Jote down

Knock 70%

Push 80%

Pull 80%

Carry 80%

Dig 40%

Paint 80%

Sweep 40%

Paste 60%

Spin 40%

Wash 80%

Howard Gardner’s Multiple Intelligences

Intelligence Applications Manifestations

Verbal-Linguistic “Word Smart”

How can I include numbers, classification, calculations and critical-thinking?

Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words

Mathematical-Logical “Logic Smart”

How can I include visuals, colors, art, graph and pictures?

Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns

Musical “Music Smart”

How can I include private learning time and student choice?

Ability to produce and appreciate rhythm, pitch and timber

Visual-Spatial “Picture Smart”

How can I include group work, peer sharing , project work, and discussions?

Capacity to think in images and pictures, to visualize accurately and abstractly

Bodily-Kinesthetic “Body Smart”

How can I include movement, exercise, drama and crafts?

Ability to control one's body movements and to handle objects skillfully

Interpersonal “People Smart”

How can I include music, sounds, rhythms and dance?

Capacity to detect and respond appropriately to the moods, motivations and desires of others

Intrapersonal “Self Smart”

How can I include reading, writing and speaking?

Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

Howard Gardner’s Multiple Intelligences Intelligence Is strong in: Likes to:

Learns bestthrough:

Famousexamples:

Verbal- Linguistic

Reading, writing, telling stories, memorizing dates, thinking in Words

Read, write, talk, tell stories, memorize, work at puzzles

Reading, hearing and seeing words, speaking, writing, discussing and debating

Abraham Lincoln

Math-Logic Math, reasoning, logic, problem- solving, patterns

Solve problems, Question, work with numbers, experiments

Working with patterns and relationships, classifying, categorizing, working with the abstract

Albert Einstein

Spatial Reading, maps, charts, drawing, mazes, puzzles, imaging things, visualization

Design, draw, build, create, daydream, look at pictures

Working with pictures and colors, visualizing, using the mind’s eye, drawing

Pablo Picasso

Bodily-Kinesthetic Athletics, dancing, acting, crafts, using tools

Move around, touch and talk, body language

Touching, moving, processing knowledge through bodily sensations

Charlie Chaplin

Musical Singing, picking up sounds, remembering melodies, rhythms

Sing, hum, play an instrument, listen to music

Rhythm, melody, singing, listening to music and melodies

Mozart, Ella Fitzgerald

Interpersonal

Understanding people, leading, organizing, communicating, resolving conflicts, selling

Have friends, talk to people, join groups

Sharing, comparing, relating, interviewing, cooperating

Mother Theresa

Intrapersonal

Understanding self, recognizing strengths and weaknesses, setting goals

Work alone, reflect, pursue interests

Working alone, doing self-paced projects, having space, reflecting

Eleanor Roosevelt, Sigmund Freud

Taken from: Developing students’ Multiple Intelligences by Kristen Nicholson-Nelson (p. 13) (1998)

Teaching Techniques to rememberTeaching Techniques to remember1. Engage: real life situations, problems and examples.

2. Variety – Role play, assignments, fieldwork, Hands on

experiments, group discussions, PPt presentation and so on.

3. Active learning : Ensure that active learning takes place.

4. Students Teaching: Students can teach each other the

material within the classroom i.e. think, pair and share.

5. Review: Prior information, students/ teachers peer review.

6. Evaluation: Evaluation of student learning, Evaluation of

classroom teaching.

7. Feedback : Giving critical feedback in order to improve,

Teacher’s self-reflection.

Learning Never Ends. . .

References:

1.Gardner, Howard. Frames of Minds: The Theory of Multiple Intelligences. New York: Basic Books, 1983.2.Hills, J.R. Assessment. from http://sites.google.com/site/uvuedpsych/ files /assessment _ packet_highered.doc. 3.Clark, D. R. (2004).The Art and Science of Leadership. from http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

My Sincere thanks to Heavenly Father

Thanks to al l

Teacher The Greatest Innovator . . .