A WAY TO A WAY TO INNOVATIVE PEDAGOGYINNOVATIVE PEDAGOGY Methodology of teaching !Methodology of teaching !

By:-

Vinita rikhi

Traditional Teaching Method In the pre-technology education

context, the teacher was the sender the source, the educational material was the information or message, and the student was the receiver of the information.

In terms of the delivery medium was through “chalk-and- talk” method

Comparative approachComparative approach TRADITIONAL CLASSROOM 21TRADITIONAL CLASSROOM 21STST CENTURY CLASSROOM CENTURY CLASSROOM

--Time –constant Time –Variable Time –constant Time –Variable

Teacher controlled classes -Driven by shared Teacher controlled classes -Driven by shared Teacher oriented curriculum -Global curriculumTeacher oriented curriculum -Global curriculum Teacher as a judge -Teacher as a Teacher as a judge -Teacher as a

facilitatorfacilitator Traditional ways of teaching -Multi faceted and Traditional ways of teaching -Multi faceted and

holistic way holistic way scholastic and co-scholastic scholastic and co-scholastic

perspectives perspectives

PRACTICAL DIMENSIONPRACTICAL DIMENSION

‘‘I hear and I forget.I see and I believe.I do and I understand.’’

-Confucius

LETS TRY TO UNDERSTAND FROM THESE LINES OF CONFUCIUS…………………………………

EXPERIMENTAL EXPERIMENTAL TEACHINGTEACHING Scientific experiments commonly Scientific experiments commonly

yield conflicting results, and part yield conflicting results, and part of a researcher's job is to of a researcher's job is to incorporate such findings into a incorporate such findings into a coherent framework that sheds coherent framework that sheds some light on the subject under some light on the subject under investigation.. investigation..

SO TEACH SUBJECT IN AN EMPIRICAL SO TEACH SUBJECT IN AN EMPIRICAL AND SCIENTIFIC WAY.AND SCIENTIFIC WAY.

DYNAMISMDYNAMISM

Collaborative teaching, when Collaborative teaching, when done right, is a dynamic process done right, is a dynamic process that educators constantly that educators constantly reconfigure to fit their reconfigure to fit their instructional plans and the instructional plans and the

learning needs of their studentlearning needs of their students.s. SO ADOPT DISTINCTIVE WAYS TO SO ADOPT DISTINCTIVE WAYS TO

MAKE SUBJECT INTERESTING.MAKE SUBJECT INTERESTING.

COLLABORATIVE COLLABORATIVE APPROACHAPPROACH

Collaborative teaching, where Collaborative teaching, where two educators take two educators take responsibility for responsibility for PPlanning, lanning, teaching, and monitoringteaching, and monitoring the success of all learners in a the success of all learners in a class, looks different from day class, looks different from day to day and classroom to to day and classroom to classroom.classroom.

E-LEARNING (ICT)E-LEARNING (ICT)

E-learningE-learning comprises comprises all forms of all forms of electronically supported electronically supported learning and teachinglearning and teaching. .

ICT HELPS IN SEEKING THE ICT HELPS IN SEEKING THE CONTENT IN COGNITIVE WAY. CONTENT IN COGNITIVE WAY.

NETWORKING NETWORKING

The Information and The Information and Communication Systems, Communication Systems, whether networked learning whether networked learning or not, serve as specific or not, serve as specific media to implement the media to implement the learning process.learning process.

EXPERIENCE & EXPERIENCE &

TECHNOLOGYTECHNOLOGY The term will still most likely be The term will still most likely be

utilized to reference utilized to reference out-of-out-of-classroomclassroom and in-classroom and in-classroom educational experiences via educational experiences via technology, even as advances technology, even as advances continue in regard to devices and continue in regard to devices and curriculumcurriculum

LEARN AND ADOPT TECH BASED LEARN AND ADOPT TECH BASED EDUCATIONEDUCATION

CURRICULUM CURRICULUM PLANNINGPLANNING Planning involves a series of Planning involves a series of

organizational methods that are organizational methods that are focused on achieving optimal focused on achieving optimal student comprehension.student comprehension.

Instructors might structure their Instructors might structure their curriculum around daily lesson curriculum around daily lesson plans, certain units within a class, plans, certain units within a class, or an entire educational program or an entire educational program

CONSTRUCTIVISMCONSTRUCTIVISM

The characteristics of a The characteristics of a constructivist classroom are as constructivist classroom are as follows:follows:

The learners are actively involved The learners are actively involved The environment is democratic The environment is democratic The activities are interactive and The activities are interactive and

student-centered .student-centered .

MIND MAP

Students make notes that used only key words and images, but mind map can be used by teachers to explain concepts in an innovative way.

They are much quicker to make and much easier to remember and review because of their visual quality.

The nonlinear nature of mind maps makes it easy to link and cross-reference different elements of the ma

TEACHING WITH SENSE OF HUMOUR –

Everyone loves a teacher with an infectious sense of humor.

Looking at the lighter side of life fosters cordial relations between teachers and students

Z-A APPROACHZ-A APPROACHThe teacher should explain the application of a particular concept first and explain the effects of such applications

START WITH APPLICATIONAL EXAMPLE AND THEN COME TO TEXT.

Comprehensive Comprehensive approachapproach

comprehension is comprehension is typically demonstrated typically demonstrated in terms of what the in terms of what the students have learned students have learned and how they can apply and how they can apply that knowledge.that knowledge.

Inquiry based learning.

Structured problem solving and the Socratic method are forms of inquiry based learning.

Cooperative learning

Students work in collaborative groups to study content and complete projects.

Self and peer assessment is a critical part of the process.

The individual succeeds only when the group succeeds.

Inquiry-based learning

Students participate in a process of asking questions to learn about a problem or topic.

Project-based learning

Students work on complex, real-world projects that require interdisciplinary work and result in a product that is relevant for an authentic audience

Reciprocal learning

Students individually master a concept or topic and then teach each other, with each “lesson” building on the preceding presentation and discussion.

Motivate students

Motivate students to take ownership of their learning

Provide equitable access to resources and learning

Consistency of education

Ensure consistency of education approach across schools, grade levels, and subjects

AccommodativeAccommodate varying levels of student competency and individual learning styles

Teach students how to learn & create new aspect of learning !!!

-VINITA RIKHI